Asian Journal of Education and Social Studies

This systematic review examines five years of India's National Education Policy (NEP) 2020 implementation, analyzing structural transformations reshaping the nation's educational landscape. Employing a qualitative systematic literature review methodology, the study analyzed official government documents, Ministry of Education reports, UGC circulars, peer-reviewed academic publications, and international organization assessments (UNESCO, OECD, World Bank) spanning 2020-2025. The analysis identifies twelve foundational shifts: the cognitive development-aligned 5+3+3+4 curricular framework replacing the traditional 10+2 structure; Four-Year Undergraduate Programs with flexible entry-exit pathways; Academic Bank of Credits for credit accumulation; early vocational integration from Grade 6; multidisciplinary and skill enhancement courses; recognition of prior learning; integration of Indian Knowledge Systems; mother tongue-based multilingual education; health, yoga, and environmental consciousness embedding; undergraduate research ecosystems; digital expansion through SWAYAM and DIKSHA platforms; and teacher capacity building initiatives. However, implementation faces critical challenges including infrastructural inadequacies, acute teacher shortages, digital divides disproportionately affecting rural areas, financial constraints, and non-uniform state-level adoption. This review provides evidence-based insights for policymakers navigating educational reform and offers researchers a comprehensive assessment of India's paradigm shift toward competency-based, learner-centric education aligned with Viksit Bharat 2047. Success requires addressing regional disparities through strengthened public-private partnerships, robust monitoring frameworks, and targeted interventions ensuring equitable implementation across India's diverse socio-economic landscape, with future research needed to validate long-term outcomes through longitudinal empirical studies.