Credit Mobility and Pedagogical Barriers of Engineering Institutions in NEP 2020 Implementation

The National Education Policy (NEP) 2020 envisions a paradigm shift in Indian higher education, promoting flexibility, interdisciplinarity, and learner-centric approaches. Despite its progressive framework, engineering education faces several barriers that hinder effective implementation. This paper critically examines systemic and pedagogical challenges impeding the realization of NEP 2020 within technical institutions. Central to these issues are rigidity in course delivery and semester-based time constraints, which restrict innovation and limit opportunities for holistic learning. Credit mobility remains constrained by incompatible frameworks across universities, while the rigidity of disciplinary structures undermines interdisciplinarity. Furthermore, the operationalization of the Academic Credit Bank faces practical challenges, including misalignment in evaluation standards and lack of institutional readiness. Resistance from faculty, rooted in entrenched pedagogical practices and apprehension toward change, further complicates reforms. The demand for a pedagogical shift toward outcome-based and technology-enabled teaching underscores the urgency of sustained faculty development initiatives. Without adequate training and support systems, educators remain unequipped to align with NEP’s vision. The study argues that addressing these barriers requires systemic reform, capacity building, and the development of robust frameworks for credit mobility and interdisciplinarity. Strengthening faculty development and pedagogical innovation is critical to ensuring the transformative potential of NEP 2020 in engineering education.