Asian Journal of Education and Social Studies

National Education Policy (NEP) 2020, a milestone in Indian education, has set a renovative landmark for holistic development. One of the Central visions of NEP 2020 is the cultivation of socio-emotional skills (SES) among students. It is possible, when teachers will efficiently internalize and practice socio-emotional skills in the classroom. However, realizing this vision requires a fundamental shift in teacher education. This narrative review method has adopted to critical analysis of different construct of the study. By inspecting the tenets of the National Education Policy (NEP) 2020, this theoretical narrative review paper argues that Socio-Emotional Skills are fundamental to develop well-rounded individuals capable of navigating complex social and emotional challenges. It explores the core components of SES consisting self-awareness, self-management, social awareness, relationship skills, and responsible decision-making assist a teacher to tackle the problems in classroom setting. The paper outlines the pedagogical strategies such as experiential learning to foster SES in classrooms by integrating SES into curricula, and creating positive behavioural environment. The paper has constructed through reviewed past literature with the inclusive criteria of papers on social emotional skills of teacher education and school education, NEP 2020. Narrative analysis has done for critical analysis of the extracted papers. Findings revealed that, this theoretical narrative investigation advocates for a paradigm shift towards more holistic approach that prioritizes the development of socio-emotional skills in teachers and it will help the teachers to inculcate among school students for social adaptation and handling the academic as well as in non-academic situation for shaping the future education system.