Teacher Training Programs Research Articles

Enhancing Female Students' Classroom Participation in Economics to Improve Academic Performance: A Case Study of 12th-Grade Social Science Students at Shaleka-Jateni Secondary School

This study investigates the classroom participation of female students in Economics and its impact on academic performance at Shaleka-Jateni Secondary School, Yabello Town, Borana Zone, Oromia Regional State, Ethiopia. Data were collected through classroom observations, interviews, Focus Group Discussion (FGD), surveys, and academic assessments. Findings reveal that female students face significant barriers to active engagement due to socio-cultural norms, institutional factors, and psychological challenges, leading to lower participation levels compared to their male counterparts. Classroom observations, surveys, and teacher interviews indicate that only 17.8% of female students actively participate in discussions, while 75.6% hesitate to ask questions. Gender bias, lack of confidence, and fear of judgment further discourage engagement. However, targeted interventions—such as interactive teaching, collaborative learning, teacher support, relatable content, and the presence of female role models—led to notable improvements. Post-intervention assessments show a 37% increase in classroom participation and significant gains in academic performance, Written test scores improved by 27%, oral presentations by 23%, and overall classroom participation by 37%. Correlation analysis confirms that enhanced participation positively impacts academic outcomes. These findings highlight the importance of gender-inclusive teaching strategies in bridging the participation gap and improving female students' academic performance. Sustained institutional support, teacher training, and mentorship programs are essential to fostering an equitable learning environment. The study also suggests the need for further research on the long-term effects of such interventions and their applicability in other educational contexts.

How self-efficacy shapes professional identity: the mediating role of meaning in life and self-esteem in pre-service physical education teachers

BackgroundProfessional identity is a crucial psychological construct that shapes pre-service physical education (PE) teachers’ academic engagement, persistence, and future career commitment. However, limited research has examined the psychological mechanisms that foster the development of professional identity in this population. This study explores how self-efficacy contributes to the formation of professional identity among PE pre-service teachers, with a particular focus on the mediating roles of meaning in life and self-esteem.MethodA cross-sectional study was conducted with 465 PE pre-service teachers. Data on self-efficacy, meaning in life, self-esteem, and professional identity were collected through validated self-report questionnaires. Structural equation modeling was used to analyze the direct and indirect effects of self-efficacy on professional identity and to test the mediating roles of meaning in life and self-esteem.ResultsThe findings revealed that self-efficacy was positively associated with professional identity. Additionally, meaning in life and self-esteem were found to mediate this relationship. Specifically, self-efficacy was linked to higher levels of professional identity through both independent mediating effects of meaning in life and self-esteem and a chain mediation effect involving both variables. These findings provide insights into the psychological mechanisms underlying the development of professional identity among pre-service PE teachers.ConclusionThe findings highlight the psychological pathways through which self-efficacy shapes professional identity in pre-service PE teachers. Enhancing teacher training programs to foster self-efficacy, promote a sense of meaning, and strengthen self-esteem may be critical for developing a stable and positive professional identity. These insights provide practical implications for improving teacher education and reducing attrition in the field of physical education.

Motivational Disposition in English Writing Skills Development for EFL Pre-service Teachers

Developing strong writing skills is essential for EFL pre-service teachers’ career readiness and professional development especially in the age of artificial intelligence (AI). Myanmar and Hungary's English language teacher training programmes share similarities in practicum, course content, aims, assessment, and professional development initiatives, but differ in class and group sizes, and governmental initiatives in second language (L2) research. Their shared emphasis on English teacher training despite their distinct educational contexts brought the researchers to conduct this comparative pilot study. Despite extensive L2 motivation research in English language teaching (ELT), the motivational disposition of EFL pre-service teachers in English writing remains unexplored in both countries. Current English teacher training programmes in both contexts emphasise quality teaching for academic achievement, particularly in English writing. This study addresses this gap and its implications for skills development and employability, by presenting results from a quantitative questionnaire study, focusing on the process writing approach. The study aims to assess the reliability of the pilot questionnaire developed by the researchers, explore pre-service teachers’ motivational disposition in English writing, and identify dimensions contributing most to motivated learning behaviour. Statistical analyses, including Cronbach’s alpha and linear regression, were conducted, revealing differences in motivators between Myanmar and Hungarian participants. The study concludes with recommendations for enhancing intrinsic motivation in Myanmar and emphasising ideal L2 selves in Hungary to improve EFL pre-service teachers’ motivated learning behaviour and writing performance. These insights also contribute to strengthening teacher training practices, fostering sustainable careers, and equipping pre-service teachers with critical skills that are crucial for their educational and professional success in the long run.

University Teachers’ Conceptions of Their Role in Teaching Problem-Solving

Equipping young adults with problem-solving skills is critical in today’s knowledge economy. Universities have increasingly adopted approaches like problem-based learning (PBL) to foster critical thinking and independent learning. However, while extensive research exists on the benefits of PBL, less attention has been given to studying tutors' conceptions about their role from a phenomengoraphic research perspective. This study addresses this gap by investigating university tutors' conceptions of their roles in teaching problem-solving skills within a PBL environment. Data from interviews with 15 tutors identified a progression of conceptions, from creating a safe learning environment to fostering independent learners. Each conception affects practices in tutorial groups, shaping inquiry depth, collaboration quality, and transferable skills development. The findings highlight the importance of understanding tutors’ roles in enhancing the potential of PBL to equip students with essential problem-solving skills. By uncovering the diverse ways tutors conceive their role, this research offers actionable insights for academic developers and educators aiming to refine teacher training programs and foster student-centred learning in higher education.

Teaching competencies according to The TPACK model for chemistry teachers in Iraq

The research aims to identify the degree of availability of teaching competencies according to the TPACK model among chemistry teachers in secondary schools in Iraq. The study used a descriptive correlational research method, with 300 teachers from day and evening secondary schools in Baghdad Al-Rusafa Governorate selected randomly for the 2022-2023 academic year. The TPACK model was used to assess teaching competencies, which consisted of 45 items across seven domains: content knowledge, educational knowledge, technological knowledge, content and educational knowledge, technology and content knowledge, technology and educational knowledge, and technology, education, and content knowledge. The results of the research showed that there is a weakness in the degree of availability of teaching competencies according to the TPACK model among chemistry teachers. The questionnaire as a whole indicated this, as shown by the results. The study found a lack of availability in areas of teaching competencies such as educational knowledge, technological knowledge, knowledge of technology and content, and knowledge of technology and education. However, the field of content knowledge was available. The researchers recommended in-service teacher training programs to integrate technology, education, and content knowledge.

Exploring temporal variations in anxiety in multilingual English teachers: an idiodynamic approach

Background and objectivesThe role of anxiety in second language acquisition (SLA) research is well established. Following the dynamic turn in SLA research [1], there has been a significant increase in studies examining anxiety from a dynamic and temporal perspective. However, while most studies focus on student anxiety, research on the temporal dimensions of language teachers’ anxiety remains limited, particularly in studies utilizing Complex Dynamic Systems Theory (CDST)-compatible methods. This study aims to address this gap by examining the dynamic anxiety of two English teachers using an idiodynamic approach, with the overarching purpose of providing a deeper understanding of how their anxiety fluctuates during and across teaching sessions.MethodsData were collected from two experienced multilingual English teachers through idiodynamic self-ratings, reflective journals, and semi-structured interviews. Descriptive and thematic analyses were conducted to identify patterns of anxiety fluctuations within and across participants.ResultsThe analysis revealed fluctuations in anxiety levels both within and across participants. Factors such as problems with instruction, student distractions, and classroom management contributed to anxiety fluctuations, whereas experience, emotion regulation strategies, and active student participation helped stabilize anxiety.ConclusionThis study contributes to the evolving field of anxiety research by examining teacher anxiety from a dynamic perspective. The findings underscore the importance of addressing fluctuating anxiety levels in teacher training programs to enhance classroom effectiveness and promote teacher well-being.

Содержание подготовки специалистов дефектологического профиля в области АДК в России и за рубежом

<p style="text-align: justify;"><strong>Objectives. </strong>With the adoption of the teacher-defectologist occupational standard in Russia, it has become increasingly relevant to define the subject matter of professional training in the field of alternative and augmentative communication (AAC). This study analyzes the content of higher professional education programs for defectology specialists in the AAC field in Russia and abroad and identifies key characteristics.</p> <p style="text-align: justify;"><strong>Methods. </strong>A content analysis was conducted on 66 professional training programs in special education, speech-language pathology, and audiology across eight countries. The programs were retrieved from the official websites of educational institutions. The search was performed using Yandex and Google search engines with the keywords: AAC, alternative and augmentative communication, nonverbal communication, nonverbal, communicating. The relevance of the search results was assessed to ensure accuracy.</p> <p style="text-align: justify;"><strong>Results. </strong>Training in the AAC field is most commonly found in bachelor’s degree programs (57% abroad, 56% in Russia) and is distributed across training profiles as follows: speech and language pathology — 39%, special education — 22% (abroad); work with ASD-personalities and logopaedics — 23%, preschool defectology — 18% (in Russia). Some common topics are found in educational programs across different countries, such as AAC teaching strategies. However, other topics differ significantly or are only covered in a limited number of programs.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>The obtained data allow us to speak about the insufficient representation of disciplines devoted to AAC (such as «Introduction to alternative and augmentative communication», «Learning technology of alternative and augmentative communication » and etc.) in the professional training programs of the special needs teachers. Additionally, there is a need for further selection and structuring of curriculum content in the AAC field to enhance teacher training programs.</p>

Improving the Methodology for Developing Information Competence of Future Primary School Teachers in The Context of Digital Education

The rapid digitalization of education necessitates a fresh look at teacher training programs, especially with regard to enhancing information competence among future primary school teachers. This article examines the current challenges in teacher education related to the integration of digital tools into pedagogical practice and offers methodological insights on the development of information competence. The research focuses on how different teaching strategies and digital resources can be implemented to foster information-searching and problem-solving skills. The study employed an experimental methodology with a control and experimental group, highlighting how structured exposure to digital resources strengthens future teachers’ technology-based instructional approaches. The findings suggest that a refined methodology, emphasizing both theoretical foundations and hands-on activities, significantly improves the information competence of teacher candidates. The article concludes that a systematic integration of digital resources in teacher education programs positively impacts the pedagogical skills of future primary school teachers, thus contributing to a more dynamic and interactive learning environment for young students.

Attitudes toward classroom justice of student teachers who were trained before the COVID-19 pandemic and student teachers who were trained following the pandemic

ABSTRACT This study aims to explore whether the COVID-19 pandemic may prompt shifts in student teachers’ (STs) attitudes toward classroom justice dimensions (i.e. distributive justice- reflected by grade distribution; procedural justice- reflected by using a variety of teaching and assessment procedures; and interactional justice- reflected by the attention given to students). Data were gathered from 80 STs enrolled in a teacher training program for elementary school teachers. Of the 80 STs, 39 were in their final year of training in 2023 (post-COVID STs), while the remaining 41 STs (pre-COVID STs) had already graduated in 2019 before the pandemic outbreak. Using a quantitative methodology based on a cross-sectional study, it was found that the post-COVID STs favored the effort rule and the need principle when allocating grades, leaned to a greater extent on progressive practices that were perceived by them as promoting equality among students and were less strongly convinced that attention should be given equally to all students than the pre-COVID STs. The conclusions and implications of the study underscore the significance of further empirical investigations into potential shifts in student teachers’ attitudes toward classroom justice and their role in socializing justice through classroom management.

Higher Education Fields of Study and the Use of Transferable Skills at Work: An Analysis Using Data from the Programme for the International Assessment of Adult Competencies (PIAAC) in Canada

Given the rapidly changing job market in Canada and globally, there have been increasing calls to address the transferable skills gap between higher education graduates and the skills needed for the many new and changing jobs across the labour market. To investigate which fields of study in higher education in Canada produce graduates who go on to use more transferable skills on the job, we created an index of transferable skills use at work from several background questionnaire variables available in the Programme for the International Assessment of Adult Competencies (PIAAC) in Canada survey. A series of four least squares linear regression models were used to examine the impacts of variables such as field of study and occupation type on this transferable skills index. Teacher training and education programs were found to have the highest scores on the transferable skills index, suggesting that these programs (and other professional programs) should be considered as a source of inspiration for how all programs can promote transferable skill development in their students. We also found a connection between transferable skill use and management roles within the workplace, suggesting that transferable skills are important factors in promotion to management roles.

“Black children are gifted at learning languages – that’s why I could do TBLT”: inclusive Blackness as a pathway for TBLT innovation

Abstract This paper presents a case study of a Black Spanish-language teacher and her 4th-grade students using Task-Based Language Teaching (TBLT) six years after a teacher-training program. We describe the program and the teacher’s understanding of tasks and TBLT. Using a bottom-up approach, we then explore the teacher and students’ implementation of TBLT six years later in a socioeconomically resilient 4th-grade classroom in Miami, Florida, where 95 % of the students are Black. Task-as-process was assessed with classroom observations, handouts, task outcomes, and interviews. Findings revealed that the teacher continued using TBLT, highlighting both its opportunities and challenges. Opportunities were driven by her beliefs, reliance on “Black students’ linguistic gifts,” and access to sample tasks. Challenges included time constraints, COVID-related logistics, and professional loneliness. Her innovative TBLT implementation was influenced by shared cultural artifacts considered “fun” to incorporate. Using Love’s framework of abolitionist teaching, we explore how the teacher and students resisted ideologies of culturelessness through Black cultural unity. Six years post-training, the teacher’s use of tasks and students’ success in TBLT were mediated by their shared Blackness. We conclude by arguing for more world language studies focusing on Black teachers and young learners as innovators in TBLT.

Developing an Instrument to Assess Physical Education Teachers’ Competencies in Using Fitness Monitoring to Promote Physical Literacy

Background: Physical education teachers (PETs) play a vital role in fostering students’ physical literacy (PL). To leverage fitness monitoring as an efficient educational tool for students’ holistic development and lifelong physical activity, PETs must be proficient and competent in its implementation. This study aimed to create an instrument to evaluate teachers’ competencies essential for promoting PL through fitness monitoring. Methods: A Delphi study with 30 experts from 26 countries established content validity. Pilot testing on 339 PETs across Europe assessed psychometric characteristics using exploratory factor analysis and Cronbach’s alpha. Results: The Delphi study identified 13 core competencies, but construct validation revealed seven dimensions: (1) supporting cognitive learning, (2) encouraging positive feedback and learning climate, (3) understanding of fitness concept, (4) emotional support, (5) planning, (6) understanding of PL concept, (7) explaining learning objectives. Thus, the final instrument, the FitBack PET competency questionnaire, was designed with 27 items covering 7 competencies. The instrument exhibited high reliability, with Cronbach’s alpha exceeding 0.7 for six factors and the intraclass correlation coefficient of 0.94 for test–retest. Conclusions: The instrument’s development was successful, demonstrating high validity and reliability. The final version is publicly available, providing a practical tool for teacher training programs.

The Role of Teacher Training in Achieving Inclusive and Equitable Quality Education (SDG 4)

This research examines teacher training as an element of fostering inclusive and equitable education in Pakistan accordance with the SDG 4. The educational system in Pakistan remains under severe stress due to factors such as unqualified teachers and resource inadequacies. This study used qualitative methods of data collection in the form of interviews and focus group discussions and obtains insights from educators, policymakers, and other experts in urban and rural regions. Findings showed that current teacher training programs are not effective enough to meet the requirements of diversity and marginalization for all types of students, especially those with disability. It further says that there is fragmentation between the principle of inclusive teaching and differentiated instruction. Enhancing preservice and in-service training that focuses on inclusivity and sustaining ongoing professional development is recommended. Recommended reconsideration would go most of the way to bridge the gap in teacher academics to ensure equal educational access.

Exploring pre-service teachers’ self-efficacy in practicing sustainable gender equality: a case study from Morocco

IntroductionTeachers’ self-efficacy in gender-responsive teaching plays a crucial role in fostering future generations attuned to gender equality. However, there is limited research on the effectiveness of foundational teacher training in Morocco in addressing gender equality. This study investigates the self-efficacy of pre-service teachers in implementing gender-responsive practices and examines how their social backgrounds influence their perspectives, with a focus on gender-based differences.MethodsA quantitative survey approach was employed, using an adapted version of the Teacher Efficacy for Gender Equality Practice (TEGEP) measurement tool. The online survey was distributed to pre-service teachers in regional teacher training centers across five Moroccanregions. A total of 516 trainees participated in the study.ResultsThe findings revealed: (a) significant gender disparities in family culture, household task perceptions, and traditional roles; (b) progress in fostering gender-equal learning environments; (c) a general deficiency in gender awareness and knowledge among both male and female trainees; (d) a greater readiness among female trainees to implement gender responsive teaching methods and develop gender-equitable attitudes, indicating a stronger awareness of gender equality among women.DiscussionWhile progress has been made in promoting gender equality in Moroccan teacher training programs, challenges remain in addressing ingrained cultural perceptions and enhancing gender awareness. The study faced limitations related to electronic data collection, including variability in participant numbers across training centers and potential discrepancies in survey question interpretation. Based on the findings, recommendations are proposed to improve gender-responsive teaching practices in teacher training programs.

The Interplay of Emotion Regulation, Resilience, and Teacher Identity: A Structural Equation Modeling Study of Chinese Middle School English Teachers

ABSTRACTUnderstanding the psychological factors that contribute to teacher identity is crucial for developing effective teacher training and support programs. However, there is a notable lack of research focusing on the context of Chinese English teachers. This study, grounded in Social Cognitive Theory, employed a structural equation model to examine how emotion regulation and resilience predict teacher identity formation among 302 Chinese middle school English teachers. The findings revealed that both emotion regulation and resilience significantly predicted teacher identity, with emotion regulation playing a more crucial role. By emphasizing the significant impact of emotion regulation and resilience, this study offers practical insights for policymakers and educators to enhance teacher retention and optimize professional development programs.

MAKING SCHOOLS EFFECTIVE FOR IMPROVEMENT IN JOMORO MUNICIPALITY (GHANA): WHAT JUNIOR HIGH SCHOOL HEADTEACHERS DO.

This study investigated school effectiveness practices of headteachers in the Jomoro Municipality. A sequential explanatory mixed-method design, underpinned by pragmatism, was employed in the study. Census frame was used to involve all 52 headteachers in the quantitative phase of the study, whilst maximal variation was employed to select 10 headteachers for the interviews. A closed-ended questionnaire and a semi-structured interview guide were used to gather data for the quantitative and qualitative phases of the study, respectively of the study. The quantitative data was analysed using mean and standard deviation, whilst the qualitative data was used to support the discussion when necessary. The study revealed that the strategic planning and leadership practices of the headteachers included encouraging staff self-evaluation and developing improvement plans to guide schools' activities. It also emerged that the instructional leadership practices of the headteachers included organising regular meetings to review instructional progress and regular visitation of classrooms to observe teaching and learning. The study concluded that the instructional leadership roles of the headteachers contributed immensely to improving the professional practices of teachers and overall school improvement efforts. However, most of the headteachers hardly organise continuous professional development programmes on instructional leadership due to inadequate funding. The study, therefore, recommends, among others, that the Jomoro Municipal Education Directorate should reinforce instructional leadership practices and policies in the schools for improvement to occur. The Directorate could also supplement the government's effort by writing grant proposals to funding organisations, both within and outside Ghana, to raise funds for the organisation of in-service training programmes for teachers.

Neuroscience as a Black Swan of Teacher Training: Adding a Topic in Educational Neuroscience to a CELTA Course

<p dir="ltr"><span> </span><span>Since little is known about the incorporation of educational neuroscience into foreign language teaching, so many English as a Foreign Language (EFL) teachers heavily rely on the most used teaching methods they learn through Initial Teacher Training programmes (ITT), such as TEFL, CertTESOL, and CELTA. CELTA, which stands for Certificate in English Language Teaching to Adults, is a benchmark of excellence in the field due to its high demand from employers (3/4 English language teaching jobs require a CELTA), its standardised format and practical teaching experience. Even though the CELTA course is widely considered the gold standard for EFL, it fails to equip novice teachers with the neuroscientific evidence to help them improve students’ outcomes by explicitly teaching meta-skills: metacognition </span><span>—</span><span> “learning how to learn” and meta-motivation — “learning how to motivate oneself”. Metacognition and meta-motivation allow learners to evaluate and support their learning, and in turn, encourage autonomy and change the idea of learning as an event purely happening within the four walls of the classroom. This research focused on the overview of the CELTA syllabus through the lens of neuroscience, examination of evidence as to why adding a topic in neuroscience to a CELTA certification course can bring about positive change, a design of the new topic to be potentially added to a CELTA syllabus, as well as an empirical study design to measure its effectiveness. It is hypothesised that adding a topic in meta-skills to the most in-demand course for EFL teachers, will not only improve teaching practice on the course and promote lifelong learning, but also become an accessible, evidence-based, teacher-friendly neuroscience resource. It is assumed that a topic in educational neuroscience will become a black swan of teacher training, </span><span>— </span><span>an unprecedented event that can change the whole course of teacher training by shifting the focus from the “know-what” to the “know-how” and the “know-why” of learning, and therefore, have a significant impact on how teachers see learning. A possible positive influence on other certification courses and “dehyping” of neuroscience is also expected, which should lead to more awareness among EFL teachers and minimise the risks of falling into a trap of snake oil salesmen promoting “brain friendly” language learning teacher training courses for EFL teachers.</span></p>

The Education of Roma Students: Integrated Education and Teacher Preparedness in Hungarian-Language Schools

This study examines the integration of disadvantaged Roma ethnic minority students in Hungarian-language vocational schools in Central European countries with highly segregated education systems. It focuses on Romania, Slovakia, and Hungary, where Roma students face significant segregation. This research investigates two Romanian, two Slovak, and four Hungarian vocational schools, selected based on their proportion of Roma students aligning with national averages. Surveys and interviews were conducted with teachers to assess their attitudes, commitment, and preparedness in educating Roma students. The main findings of this research are that schools with Roma student proportions matching national averages do not face significant challenges in co-education, teachers generally believe Roma students should complete lower secondary education, and teachers are committed to supporting Roma students but often feel unprepared to teach them. This study’s results suggest that governments should implement policies to eliminate educational segregation in vocational schools and promote inclusive education. Teacher training programs should focus on equipping educators with better tools to support Roma students. Possible directions for further research include a comparative analysis of vocational and grammar secondary schools in the integration of Roma students, longitudinal studies on the long-term educational and career outcomes of Roma students in vocational schools, and an examination of best practices in inclusive vocational education across different European countries.

Optimizing ICT Integration for Enhanced Secondary Education in Bangladesh

This study explores the “Integration & optimization of Information and Communication Technology (ICT) in secondary-level English education in Bangladesh,” assessing its impact on student engagement and access to learning resources. As ICT becomes an essential tool in modern education, this research examines how digital tools, including interactive software and online platforms, enhance students' language skills and overall learning experience. Using a survey-based methodology, data were collected from secondary school students to evaluate their perceptions of ICT in the classroom. Findings show that 60% of students recognized ICT as a valuable source of innovative learning materials, while 40% strongly support its role in improving English language education through interactive and immersive experiences. However, several challenges hinder the effective implementation of ICT, including inadequate teacher training, insufficient digital infrastructure, and disparities in technological adaptation among educators. Many teachers lack the necessary skills to integrate ICT into their teaching practices, and infrastructure gaps between urban and rural schools further limit access to technology-based learning. The study advocates for strategic ICT policies, comprehensive teacher training programs, and enhanced digital infrastructure to overcome these barriers. Ultimately, it highlights the crucial role of ICT in transforming English education in Bangladesh and calls for further research to improve teacher preparedness and ensure equitable access to technology across all secondary schools.

Implementation Challenges of NEP 2020 at the Secondary School Level

The National Education Policy (NEP) 2020 represents a transformative shift in India's education system, aiming to promote holistic and multidisciplinary learning, reduce rote memorization, and encourage skill-based education. However, its implementation at the secondary school level presents several challenges, including infrastructural deficiencies, inadequate teacher preparedness, resistance to assessment reforms, and socio-economic disparities. This paper explores these hurdles by analyzing the perspectives of teachers, students, and administrators, particularly in government and rural schools where resource constraints are significant. Additionally, it examines systemic bottlenecks such as the digital divide, vocational training limitations, and linguistic barriers. A critical challenge in implementing NEP 2020 is the lack of adequate infrastructure, especially in underprivileged and rural schools. The policy envisions technologically equipped classrooms, but many institutions still lack basic facilities like electricity, internet connectivity, and smart boards. Teacher preparedness is another crucial factor; many educators, having followed traditional rote-based teaching methods for years, struggle to transition to competency-based learning models. Effective professional development programs and training initiatives are essential to bridge this gap. Assessment reforms introduced under NEP 2020 emphasize conceptual understanding over rote learning. However, students and parents accustomed to the traditional grading system often resist these changes, fearing their impact on higher education admissions. Additionally, vocational education, though encouraged by NEP 2020, faces challenges in implementation due to societal perceptions and the unavailability of skilled trainers. The digital divide further exacerbates inequalities, as students from economically weaker backgrounds struggle to access online resources, making it difficult to implement technology-based learning inclusively. The paper also discusses administrative and policy-level challenges, including the lack of clear execution timelines, budgetary constraints, and coordination issues between central and state governments. These factors hinder the smooth rollout of the policy, leaving schools and educators uncertain about the next steps. Addressing these challenges requires a multi-pronged approach, including strengthening infrastructure, enhancing teacher training programs, providing clear assessment frameworks, and bridging the digital divide through government and private sector initiatives. By examining real-world challenges and proposing solutions, this paper highlights the urgent need for a collaborative effort between policymakers, educators, and the community to ensure the successful implementation of NEP 2020. Overcoming these obstacles is crucial for fostering a student-centric education system that prepares young minds for the dynamic and competitive world of the 21st century.