Teacher education stands at the heart of educational transformation, shaping the quality of learning and the future of society. Responding to issues about fragmentation and weak integration between theory and practice, the National Education Policy (NEP) 2020 introduced the Integrated Teacher Education Programme (ITEP). This study examines the current status of ITEP implementation in Higher Education Institutions (HEIs) of Odisha and explores stakeholder perspectives on its impact, practices, and innovations. Using a descriptive survey design with a mixed-method approach, data were collected from student-teachers, teacher educators, and administrators through questionnaires and interviews. Quantitative findings, analyzed through a SWOC Analysis, indicate strengths such as a holistic curriculum, qualified faculty, and ICT-enabled environments, alongside weaknesses including inadequate resources, limited awareness, and curriculum overload. Qualitative findings reveal that while ITEP enhances professional identity, inclusivity, and reflective practice, challenges related to infrastructure, faculty readiness, and student stress persist. The study emphasizes the need for coordinated policy support, faculty development, and continuous review to strengthen ITEP implementation and improve teacher education in India.
Subhrajyoti Nayak (2026) studied this question.