NEP 2020 and Political Socialisation of Youth in India

This study examined the relationship between the National Education Policy 2020 (NEP-2020) and the political socialization of youth in India. The findings indicate that education, as a powerful instrument of social transformation, plays a crucial role in shaping political attitudes, civic values and democratic participation among young citizens. In this context, the NEP-2020 emerges not merely as an academic reform policy but as a framework with significant socio-political implications. The policy’s emphasis on constitutional values, critical thinking, experiential learning, and holistic development contributes positively to nurturing informed and responsible citizenry. By encouraging debate, inquiry-based learning, and multidisciplinary exposure, NEP-2020 strengthens the cognitive dimensions of political socialization, such as awareness, understanding, and value formation. Students are exposed to civic concepts, democratic ideals, and social responsibilities. However, this study also revealed certain challenges. While political awareness among youth appears to be growing, active political participation, such as voting behavior and involvement in public decision-making, remains comparatively moderate. This indicates a gap between political knowledge and practical engagement in politics. Additionally, variations in institutional capacity, teacher preparedness, and regional implementation affect the uniform realization of the policy objectives. In a country like India, where youth constitute a significant demographic force, the quality of political socialization directly influences democracy’s strength. The NEP-2020 provides a promising foundation for cultivating democratic ethos, pluralistic values, and civic responsibility. Nevertheless, its long-term success depends on effective implementation, continuous teacher training, inclusive curriculum design, and active, institutional support. In conclusion, the NEP-2020 has the potential to reshape not only the educational structure of India but also its democratic culture by fostering politically aware, critically thinking, and socially responsible youth. Sustained commitment from policymakers, educators, and institutions will determine whether this transformative vision translates into deeper democratic participation and a stronger political culture in India.

The following references have been used to support the theoretical framework and contextual analysis of the study on the National Education Policy 2020 (NEP-2020) and the political socialization of youth in India: Government of India. (2020). National Education Policy 2020. Ministry of Education, Government of India, New Delhi, India. Almond, Gabriel A. & Verba, Sidney. (1963). The Civic Culture: Political Attitudes and Democracy in Five Countries. Princeton University Press. Easton, David, and Jack Dennis. (1969). Children in the Political System: The Origins of Political Legitimacy. McGraw-Hill. Hyman, Herbert H.. (1959). Political Socialization: A Study of the Psychology of Political Behavior. Free Press. Ostrom, Elinor. (1990). Governing the Commons: The Evolution of Institutions for Collective Action. Cambridge University Press. Ministry of Education, Government of India. (Various Reports and Annual Publications). National Policy on Education, 1986. Government of India. NCERT. (Various publications on Civic Education and Political Science textbooks). National Council of Educational Research and Training, New Delhi, India. Journal articles on political socialization, civic education, and youth political participation published in peer-reviewed journals such as Economic and Political Weekly, Indian Journal of Political Science, and Journal of Educational Planning and Administration are included. Reports and surveys on youth political participation published by organizations such as the Election Commission of India and