Teacher Preparedness for Digital Transformation in the Context of NEP 2020 and its Gap with Classroom Realities
TL;DR
The paper suggests the need for practical, context-based professional development models and stronger institutional support to help teachers meet the digital expectations outlined in NEP 2020 and shows that many teachers use technology in a limited way, mainly for content delivery.
Abstract
The National Education Policy (NEP) 2020 presents a strong vision for the use of technology in education. It expects teachers to use digital tools not only for teaching content but also for improving learning, assessment, and professional growth. However, the level of teacher preparedness for this digital shift varies widely across schools and regions in India. This paper examines the gap between the goals of NEP 2020 and the actual classroom practices related to technology use. The study is based on policy analysis, review of existing studies, and reflective observations from school and teacher education contexts. It looks at teacher preparedness in terms of basic digital skills, use of technology for teaching, access to training, and institutional support. The analysis shows that many teachers use technology in a limited way, mainly for content delivery. Professional development programmes often focus on learning tools rather than improving teaching practices. Issues such as lack of infrastructure, uneven access, limited support, and context-insensitive training further widen the gap between policy and practice. The paper suggests the need for practical, context-based professional development models and stronger institutional support to help teachers meet the digital expectations outlined in NEP 2020.