This paper scrutinizes how educators teach Hindi and the issues faced by learners in regional schools of Vidarbha (Maharashtra), in relation to the National Education Policy (NEP) 2020. The foundational data for this study originates from educators' questionnaires collected across eight districts in the Vidarbha region. The research elucidates how policymakers convert the policy into classroom practice. Educators confront linguistic hurdles and strive to incorporate technology into their pedagogical strategies. Despite educators showing enthusiasm, structural impediments hinder consistent implementation. The study concludes with practical suggestions and perspectives aimed at strengthening the policy's implementation in respect to Hindi language teaching.
Ranjan et al. (Fri,) studied this question.
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