Aligning Teacher Education with NEP 2020: An Evaluation of M.Ed. Curricula of Central University of Karnataka and Gulbarga University

Abstract

The National Education Policy 2020 has brought about a paradigm shift in Indian teacher education, proposing holistic, multidisciplinary, competency-based, and technology-supported programs. The Master of Education (M.Ed.) degree is an important stepping stone in developing teacher educators, educational leaders, curriculum planners, and researchers who will spearhead educational reform. This research conducts an evaluation of the M.Ed. curricula of the Central University of Karnataka (CUK) and Gulbarga University (GU), two leading institutions in Karnataka corresponding to central university systems and state university systems, respectively. Qualitative document analysis was used to systematically review and map the two programs' syllabi in some contexts that are not aligning with NEP 2020's teacher education mandates along six core dimensions: structure of curriculum and multidisciplinary integration, pedagogical approach, integration of technology, equitability and inclusivity, reforms in assessment, and research focus. The findings indicate that although both programs are high in core theory and research skills training, CUK shows higher alignment with NEP 2020 through focused ICT courses, a separate inclusive education paper, diversified electives, and competency-based evaluations. GU, however, has a more conventional, theory-oriented curriculum with minimal overt integration of ICT and inclusive pedagogy. Suggestions are provided for improving both programs, such as improving practicum-based learning, increasing interdisciplinary electives, and increasing diversity in assessment systems.