Investigating the Contribution of Integrated Teacher Education Programme (ITEP) as a Framework for Environmental Sustainability under NEP 2020

Shazia Amani

doi:10.36948/ijfmr.2026.v08i03.81107

Investigating the Contribution of Integrated Teacher Education Programme (ITEP) as a Framework for Environmental Sustainability under NEP 2020

Author(s)	Dr. Shazia Amani
Country	India
Abstract	The environmental sustainability has been emerged as a defining concern of the twenty-first century, demanding collective action from governments, institutions, communities, and educational systems. The increasing frequency of climate-related disasters, environmental degradation, biodiversity loss, and unsustainable patterns of resource consumption has highlighted the need for transformative approaches that foster ecological awareness and responsible citizenship. In this context, education has been increasingly recognized as a critical instrument for promoting sustainability, not merely through the transmission of environmental knowledge but through the development of values, attitudes, competencies, and behaviours that support sustainable living. The teachers occupy a strategic position in this process because they influence learners’ perspectives and contribute significantly to shaping future generations. Recognizing the transformative role of teachers, the National Education Policy (NEP) 2020 introduced the Integrated Teacher Education Programme (ITEP) as a comprehensive reform aimed at strengthening teacher preparation in India. The present paper investigates the contribution of ITEP as a framework for environmental sustainability under NEP 2020. After reviewing policy documents, scholarly literature, and contemporary discourses on sustainability-oriented teacher education, the study examines how ITEP integrates environmental consciousness into teacher preparation through multidisciplinary learning, experiential pedagogy, value-based education, community engagement, and the incorporation of Indian Knowledge Systems. The paper argues that environmental sustainability should not be viewed as an isolated curricular component but as a cross-cutting educational objective embedded within teacher education. It further explores the ways in which ITEP can empower future teachers to become facilitators of sustainable development by encouraging ecological literacy, environmental ethics, critical thinking, and community participation among learners. The study is exploratory in nature because ITEP is a relatively recent initiative introduced under NEP 2020, and scholarly literature examining its relationship with environmental sustainability is still emerging. Therefore, the research seeks to understand how the principles, objectives, and structural components of ITEP align with sustainability-oriented educational goals and how they can potentially contribute to the development of environmentally conscious teachers.
Keywords	Environmental Sustainability, Integrated Teacher Education Programme, ITEP, National Education Policy 2020, Teacher Education, Environmental Consciousness, Education for Sustainable Development.
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-06-10
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.81107

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Investigating the Contribution of Integrated Teacher Education Programme (ITEP) as a Framework for Environmental Sustainability under NEP 2020

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