Title Sociology of Education and the National Education Policy (NEP) 2020: A Sociological Analysis of Inclusion, Functionality, and Social Transformation in India Author and Affiliation Ganesh Shrirang Nale (Satarkar), Central University of Haryana, Mahendragarh – 123031, India. ORCID: 0000-0001-8474-7432. Email: ganeshnale0@gmail.com

TitleSociology of Education and the National Education Policy (NEP) 2020: A Sociological Analysis of Inclusion, Functionality, and Social Transformation in India Author and AffiliationGanesh Shrirang Nale (Satarkar), Central University of Haryana, Mahendragarh – 123031, India. ORCID: 0000-0001-8474-7432. Email: ganeshnale0@gmail.com. Description (Author + Affiliation + Discussion)This research article by Ganesh Shrirang Nale (Satarkar), affiliated with the Central University of Haryana, India, presents a comprehensive sociological examination of education in relation to India’s National Education Policy (NEP) 2020. The study critically explores how education functions as a social institution that both reproduces and transforms society through mechanisms of inclusion, socialization, cultural transmission, and social mobility. Drawing from major sociological perspectives including Functionalism, Marxism, Cultural Reproduction Theory, Symbolic Interactionism, Feminist Theory, and Critical Pedagogy, the paper evaluates NEP 2020 as a transformative educational framework aimed at equity, multilingualism, social justice, and inclusive development. The discussion highlights the role of schools as social systems, the significance of inclusive education, and the relationship between education and social stratification in India. The article further examines how NEP 2020 aligns with global educational goals such as the United Nations Sustainable Development Goal 4 (SDG-4), while also addressing challenges related to caste, class, gender, regional disparity, and linguistic inequality. Ultimately, the paper argues that NEP 2020 represents a shift from a purely utilitarian educational model toward a humanistic and sociological approach that integrates democratic participation, cultural diversity, critical thinking, and national development. Keywords and Subjects (Paragraph Form)The study focuses on major themes and subjects related to Sociology of Education, National Education Policy (NEP) 2020, Functionalism, Marxist Theory, Cultural Reproduction, Symbolic Interactionism, Inclusive Education, Educational Equity, Social Stratification, Social Change, Cultural Capital, Gender Inclusion, Multilingual Education, Educational Sociology, Critical Pedagogy, Indian Education System, Educational Reform, Social Transformation, Democratic Education, Human Development, and Policy Studies. The article contributes to interdisciplinary discussions in sociology, education, public policy, social justice, and developmental studies by analyzing how education influences social integration, equality, modernization, and nation-building in contemporary India. Publishing Information DetailsPublished in: World Journal on Educational Technology: Current IssuesVolume: 18Issue: 2Pages: 132–146Year: 2026e-ISSN: 1309-0348Publisher: United World Innovation Research and Publishing Center, CyprusDOI: https://doi.org/10.18844/wjet.v18i2.9868Journal Website: https://un-pub.eu/ojs/index.php/wjet/indexReceived: November 8, 2025Revised: January 8, 2026Accepted: April 8, 2026License: Creative Commons Attribution (CC BY 4.0) LicenseSimilarity Index (iThenticate): 9% Reference List (50 References) Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge. Ambedkar, B. R. (1948). Annihilation of caste. Navayana Publishing. Apple, M. W. (2019). 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