The National Education Policy (NEP) 2020 marks a transformative shift in the Indian education system by promoting multidisciplinary and holistic learning across all fields, including legal education. This paper critically examines multidisciplinary legal education under NEP 2020 through a decolonial perspective, highlighting its potential to dismantle colonial legacies embedded in India’s legal education framework. The colonial model of legal education in India has traditionally emphasized rigid doctrinal learning, Eurocentric jurisprudence, and professional training primarily designed to serve colonial administrative interests. Such an approach often neglects indigenous knowledge systems, social realities, and interdisciplinary understanding essential for addressing contemporary legal challenges. NEP 2020 envisions legal education that integrates law with disciplines such as sociology, political science, economics, technology, ethics, environmental studies, and Indian knowledge traditions. This multidisciplinary approach seeks to produce socially conscious legal professionals capable of engaging with complex global and local issues. The paper argues that decolonizing legal education requires moving beyond colonial pedagogies and embracing inclusive, context-sensitive, and culturally rooted methods of teaching and learning. It further explores how NEP 2020 encourages critical thinking, research orientation, experiential learning, and linguistic diversity, thereby creating opportunities for democratizing legal knowledge. However, the paper also identifies practical and structural challenges in implementing multidisciplinary legal education, including institutional resistance, inadequate faculty training, lack of infrastructure, and persistent dominance of Western legal paradigms. Through doctrinal and analytical methods, this study evaluates whether NEP 2020 can genuinely transform legal education into a more equitable and socially responsive system. The paper concludes that while NEP 2020 provides a significant foundation for decolonial reform, meaningful transformation depends upon effective implementation, curricular innovation, and sustained commitment to integrating indigenous perspectives within legal academia.
Dr. V. Ramya (Fri,) studied this question.