International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Architecting Social change: The role of inter, multi- and transdisciplinary Curricula in India's National Education Policy 2000

Author(s) Mr. Supratik De, Ms. Anwesha sahoo
Country India
Abstract The turn of the millennium marked a significant phase in the transformation of India’s educational landscape with the introduction of the National Curriculum Framework (NCF) 2000. This influential policy document emphasized the importance of relevance in curriculum content, the promotion of social justice, and the reinforcement of democratic values within the Indian education system. Although the framework did not explicitly adopt terminologies such as interdisciplinarity, multidisciplinarity, or transdisciplinarity, it implicitly encouraged integrative approaches to learning that connect knowledge with lived experiences and societal realities. By advocating a shift from rote memorization to meaningful and contextualized learning, NCF 2000 sought to reshape the pedagogical practices prevalent in Indian classrooms.
One of the notable conceptual illustrations presented in the framework is the metaphor of the “Filipino gardener,” which symbolizes the nurturing role of education in cultivating learners’ intellectual, emotional, and social capacities. This metaphor highlights the importance of linking formal knowledge with cultural narratives, community engagement, and real-life contexts, thereby promoting a holistic understanding of education. Such an approach recognizes diversity, values multiple perspectives, and fosters inclusive learning environments that encourage collaboration and reflective thinking.
Furthermore, the framework underscored the role of education in developing critical consciousness, civic responsibility, and transformative citizenship among learners. By encouraging participatory learning processes and fostering awareness of social and cultural issues, NCF 2000 envisioned education as a tool for social transformation and democratic participation. These principles laid the intellectual groundwork for the evolution of progressive curricular paradigms in India.
This chapter examines how the philosophical and pedagogical foundations established by NCF 2000 have contributed to shaping contemporary educational reforms. In particular, it highlights the continuity between NCF 2000 and recent policy initiatives such as the National Education Policy (NEP) 2020, where interdisciplinarity, holistic development, and experiential learning are explicitly emphasized. Through this analysis, the study situates NCF 2000 as a pivotal step in India’s journey toward a more integrated, learner-centered, and socially responsive education system.
Keywords National Curriculum Framework, Interdisciplinary Learning, Social Justice in education, Transformative citizenship, Holistic education, National educational policy.
Published In Volume 8, Issue 2, March-April 2026
Published On 2026-03-10
DOI https://doi.org/10.36948/ijfmr.2026.v08i02.70937
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