Reimagining Educational Dynamics in India: Foundations, Competencies, and the Road to Self-Reliance
Abstract
This paper explores the dynamic evolution of education in India through a critical synthesis of historical commissions, policy frameworks, philosophical underpinnings, and technological interventions. Anchored in the triadic foundations of psychology, sociology, and philosophy, the study examines the shifting role of teacher competency across analog and digital pedagogies. It highlights how educational policies from the University Education Commission (1948) to NEP 2020 have progressively shaped instructional frameworks and national educational goals. The research emphasizes the interplay between teaching aptitude, self-concept, and the aspirations of a self-reliant India, drawing on literature related to digital transformation, e-commerce, and the Atmanirbhar Bharat mission. The proposed analytical model utilizes correlational and regression techniques to explore competency variables across diverse demographics. Ultimately, the paper advocates for adaptive, inclusive, and future-forward approaches to teacher education in the context of India's evolving socio-economic landscape.
Keywords: teacher competency, self-concept, NEP 2020, Digital Education, Atmanirbhar Bharat, educational policy
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