Teacher Educators’ Awareness of the National Education Policy 2020: An Empirical Study in Bihar, India

In order to adapt to the changing needs of the Indian education system in the twenty-first century, the National Education Policy 2020 represents a transformative reform framework. The policy proposes comprehensive changes in curriculum design, school education, teacher preparation, and higher education governance. Teacher educators play a crucial role in translating educational policies into classroom practices because they are responsible for preparing future teachers. Their awareness and understanding of policy provisions significantly influence the successful implementation of educational reforms. The present study examines the level of awareness of NEP 2020 among teacher educators in Bihar, India. A descriptive survey design was adopted, and data were collected from 214 teacher educators working in government and private teacher education institutions. A structured awareness scale based on key provisions of NEP 2020 was used for data collection. Both descriptive and inferential statistical techniques were employed to analyze the data. The findings reveal that teacher educators demonstrate a moderate level of awareness of NEP 2020. While most respondents are familiar with the philosophical vision and broad objectives of the policy, limited awareness was observed regarding regulatory reforms and structural changes in teacher education programmes. Significant differences were observed based on institutional type and academic qualification. The findings highlight the need for structured professional development programmes and institutional initiatives to strengthen policy awareness among teacher educators. Enhancing awareness is essential for the effective implementation of NEP 2020 and for improving the quality of teacher education in Bihar.