Purpose The purpose of this submission is to document and critically analyse the outcomes of the National Conference on School Libraries (NCSL 2025) as a significant academic and policy-oriented intervention in reimagining school libraries in India. The paper aims to highlight evidence-based discussions, research contributions and strategic recommendations emerging from the conference in alignment with NEP 2020 and NCF-SE 2023. By presenting consolidated insights on digital transformation, inclusivity, Indian Knowledge Systems and professional capacity building, the paper seeks to contribute to scholarly discourse and inform policymakers, educators and library professionals globally. Design/methodology/approach The paper adopts a qualitative, descriptive and analytical research design based on a case study approach. It draws upon primary data generated through conference proceedings, keynote addresses, panel discussions, technical sessions and stakeholder interactions during the National Conference on School Libraries (NCSL 2025), supplemented by secondary sources such as policy documents, scholarly literature and institutional reports. The study uses thematic analysis to identify emerging trends, challenges and best practices in school librarianship, with particular reference to digital transformation, inclusivity and alignment with NEP 2020 and NCF-SE 2023. The approach integrates policy analysis with practice-oriented insights to ensure academic rigour and professional relevance. Findings The study finds that school libraries in India are undergoing a significant transition from conventional print-centric spaces to integrated learning resource centres aligned with the vision of NEP 2020. The conference deliberations reveal growing adoption of digital tools, open educational resources and AI-enabled services, though disparities persist in infrastructure and professional capacity across regions. The findings highlight the critical role of trained librarians as pedagogical partners, the increasing relevance of Indian Knowledge Systems in collection development and the need for standardised policy frameworks for school libraries. Strengthened capacity-building initiatives, institutional collaboration and sustained policy support emerge as essential for ensuring equitable, inclusive and future-ready school library services. Research limitations/implications The study is primarily based on a single national-level conference, which may limit the generalisability of the findings across diverse school library contexts in India. As the analysis relies largely on qualitative inputs from presentations, discussions and stakeholder interactions, empirical validation through large-scale surveys or longitudinal studies remains outside the scope of this study. Nevertheless, the implications are significant, as the findings provide a policy-informed and practice-oriented framework that can guide future empirical research, regional studies and impact assessments. The study also offers actionable insights for policymakers, educational administrators and library professionals to strengthen school library systems in alignment with NEP 2020 and emerging digital paradigms. Practical implications The findings of the study provide clear guidance for practical implementation at institutional and policy levels. Schools and educational authorities can use the identified best practices to transform existing libraries into inclusive Learning Resource Centres integrating print, digital and experiential learning resources. The study supports the adoption of digital library platforms, open educational resources and basic AI-enabled services to enhance access and user engagement. It also underscores the need for structured capacity-building programmes for school librarians, standard operating policies and collaborative networks among schools, State Council of Educational Research and Training (SCERTs) and national institutions. These implementations can directly support curriculum delivery, reading culture, digital literacy and lifelong learning objectives envisaged under NEP 2020. Social implications The study highlights the transformative social role of school libraries in promoting equity, inclusion and social cohesion within the education system. Strengthened and modernised school libraries can bridge information and digital divides by ensuring access to quality learning resources for students from diverse socio-economic, linguistic and regional backgrounds. The integration of Indian Knowledge Systems and multilingual collections fosters cultural awareness, identity and respect for indigenous knowledge traditions. Furthermore, by positioning librarians as facilitators of critical thinking, information literacy and ethical digital engagement, school libraries contribute to informed citizenship, democratic participation and social empowerment, particularly for marginalised and first-generation learners. Originality/value The study offers original value by presenting one of the first structured scholarly documentations of a national-level school library conference in the Indian context, synthesising policy, practice and professional discourse. Unlike conventional studies focused solely on institutional case studies or surveys, this work captures collective expert insights aligned with NEP 2020 and NCF-SE 2023. It bridges the gap between policy vision and ground-level implementation by highlighting emerging trends such as digital transformation, Indian Knowledge Systems and capacity building. The study serves as a valuable reference for researchers, policymakers and practitioners seeking evidence-informed strategies for reimagining school libraries in developing education systems.
Singh et al. (Tue,) studied this question.
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