International Journal For Multidisciplinary Research

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

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 8, Issue 4 (July-August 2026) Submit your research before last 3 days of August to publish your research paper in the issue of July-August.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 8 Issue 4
July-August 2026

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Reframing History Education under India's National Education Policy 2020

Author(s) Ms. Parmjeet Kaur, Muzafar Ahmad Dar, Vikas Gupta
Country India
Abstract Rationality, experiential learning, multidisciplinary approach, Indian knowledge systems, flexibility and inclusion are the focal points of the National Education Policy (NEP) 2020 for the reform of education. History is a crucial litmus test for these pledges, in that it brings together an interpretation based on evidence, questions of identity and citizenship, and the question of cultural memory. In this paper, the qualitative documentary analysis is used to analyse NEP 2020 when compared with National Curriculum Framework (2005, 2023), National Curriculum Theme of Social Sciences (NCERT position paper) and undergraduate curriculum framework by University Grants Commission. It suggests that when factual content is removed and replaced with disciplined inquiry (from primary sources, local and oral history, and comparative approaches, with assessment based on sources), the policy can boost history education. The paper also acknowledges challenges to implementation: the need for the students' narratives to be simplified, teachers' training to be uneven, disciplinary progression to be fragmented, and systems of digital access and assessment to still rely on recall. A suggested policy to classroom model and an implementation matrix is suggested. The key idea is that cultural groundedness and critical historical analysis are to be used in tandem and in place of neither one nor the other is transparent evidence, plural perspectives, and professional historical method.
Keywords : History Education, National Education Policy 2020, Historical Thinking, Curriculum Reform, Indian Knowledge Systems, Multidisciplinary Learning
Field Arts
Published In Volume 8, Issue 4, July-August 2026
Published On 2026-08-16
DOI https://doi.org/10.36948/ijfmr.2026.v08i04.85599
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com
Powered by Sky Research Publication and Journals