Asian Journal of Education and Social Studies

The National Education Policy (NEP) 2020 aims to revolutionize education in India by promoting holistic, skill-based learning. With a focus on multilingualism and critical thinking, NEP 2020 positions English as an essential competency, especially at the Higher Secondary (H.S.) level, while fostering regional language instruction. This paper examines how NEP 2020’s provisions influence the teaching of English at the H.S. level, analyzing the proposed curriculum reforms, pedagogical shifts, and assessment techniques. The study combines policy analysis with empirical data collected through a mixed-method approach. A purposive sampling technique was used to select a sample of 50 English teachers and 200 students from higher secondary schools across urban and semi-urban regions in three Indian states. Survey questionnaires and structured interviews were conducted to gather qualitative and quantitative insights. Key findings suggest that while NEP 2020 aims to modernize English instruction by enhancing communication skills and digital literacy, successful implementation faces hurdles such as teacher training, resources, and systemic alignment. The paper concludes with recommendations such as enhanced teacher training and equitable resource distribution to make English education more accessible and impactful across diverse socio-economic contexts.