Integrated Teacher Education Programme as a Catalyst for Multidisciplinary Teacher Education in India Under NEP 2020

Author(s)	Ms. A . Anbagam, Dr. R . Vinodh Kumar
Country	India
Abstract	Abstract This conceptual research paper examines the important role of the Four-Year Integrated Teacher Education Programme (ITEP) as a catalyst for transforming teacher education in India under the National Education Policy (NEP) 2020. The Teacher Education Institutions (TEIs) in India have suffered from inadequate infrastructure, lack of quality, and degree commercialization, as pointed out by the Justice Verma Committee. To fill these systematic gaps and enhance the quality of teacher education, the NEP 2020 strictly ordered that all standalone TEIs must be transformed or merged with multidisciplinary Higher Education Institutions (HEIs) by 2030. This paper highlights the structure of ITEP, norms, and regulatory guidelines of ITEP established by NCTE, offering a four-year dual-major degree aligned with the new 5+3+3+4 school education framework. Furthermore, it explores the benefits of ITEP, such as bridging theory with practice, technology integration, and preparing teachers for modern classrooms, alongside key implementation challenges, including rural-urban disparities, faculty readiness, and financial barriers for students.
Keywords	Keywords: Stand-Alone TEIs, Transformation, ITEP, Multidisciplinary, Quality, Integrations
Field	Arts
Published In	Volume 8, Issue 4, July-August 2026
Published On	2026-08-10
DOI	https://doi.org/10.36948/ijfmr.2026.v08i04.85022

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International Journal For Multidisciplinary Research