Curriculum Flexibility and Multidisciplinary Education under NEP 2020: A Study of Teachers’ Perceptions in Higher Education Institutions

Chetan Pyari

Curriculum Flexibility and Multidisciplinary Education under NEP 2020: A Study of Teachers’ Perceptions in Higher Education Institutions

Author(s)	Dr. Chetan Pyari
Country	India
Abstract	The National Education Policy (NEP) 2020 has introduced a significant shift in the structure and functioning of higher education in India by emphasising flexibility, multidisciplinary learning, student choice, academic mobility and holistic development. One of the major objectives of the policy is to provide learners with greater freedom to select courses and develop academic pathways according to their interests and aspirations. The present study was undertaken to examine teachers’ perceptions regarding curriculum flexibility and multidisciplinary education under NEP 2020 in selected higher education institutions of Agra district, Uttar Pradesh. A descriptive survey method was adopted for the study. The sample comprised 100 teachers selected from five higher education institutions of Agra district. A researcher-developed five-point Likert-type scale consisting of 30 items was proposed to assess teachers’ perceptions regarding curriculum flexibility and multidisciplinary education. The scale comprised two dimensions: curriculum flexibility and multidisciplinary education, with 15 items under each dimension. For statistical analysis, frequency, percentage, mean, standard deviation, independent-samples t-test, one-way analysis of variance (ANOVA), and Pearson’s product-moment correlation were used. The illustrative findings showed that teachers had generally favourable perceptions regarding both curriculum flexibility and multidisciplinary education. Gender-wise differences were not statistically significant, whereas significant differences were observed with respect to institutional type and teaching experience. A statistically significant positive relationship was also found between curriculum flexibility and multidisciplinary education. The findings indicate that curricular flexibility and multidisciplinary education are closely associated components of the reforms envisaged under NEP 2020. The study suggests that faculty orientation, institutional preparedness, interdisciplinary collaboration, academic infrastructure and effective implementation mechanisms are important for translating policy provisions into meaningful academic practices.
Keywords	NEP 2020, curriculum flexibility, multidisciplinary education, higher education, teachers’ perceptions, academic flexibility, curriculum reform
Published In	Volume 8, Issue 5, September-October 2026
Published On	2026-10-14

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International Journal For Multidisciplinary Research

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Curriculum Flexibility and Multidisciplinary Education under NEP 2020: A Study of Teachers’ Perceptions in Higher Education Institutions

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