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Five Years of NEP 2020: A Review of Structural Transformations in Indian Education

Asian Journal of Education and Social Studies, 2025

This systematic review examines five years of India's National Education Policy (NEP) 2020 implem... more This systematic review examines five years of India's National Education Policy (NEP) 2020 implementation, analyzing structural transformations reshaping the nation's educational landscape. Employing a qualitative systematic literature review methodology, the study analyzed official government documents, Ministry of Education reports, UGC circulars, peer-reviewed academic publications, and international organization assessments (UNESCO, OECD, World Bank) spanning 2020-2025. The analysis identifies twelve foundational shifts: the cognitive development-aligned 5+3+3+4 curricular framework replacing the traditional 10+2 structure; Four-Year Undergraduate Programs with flexible entry-exit pathways; Academic Bank of Credits for credit accumulation; early vocational integration from Grade 6; multidisciplinary and skill enhancement courses; recognition of prior learning; integration of Indian Knowledge Systems; mother tongue-based multilingual education; health, yoga, and environmental consciousness embedding; undergraduate research ecosystems; digital expansion through SWAYAM and DIKSHA platforms; and teacher capacity

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Gender Participation in Protected Area Management in Northern Ilocos Sur, Philippines

Asian Journal of Education and Social Studies, 2025

This study examines the role of gender participation in the management of protected areas under t... more This study examines the role of gender participation in the management of protected areas under the jurisdiction of the Community Environment and Natural Resources Office (CENRO) in Northern Ilocos Sur, specifically in the Libunao Protected Landscape, Bigbiga Protected Landscape, and the Northern Luzon Heroes Hill National Park. Through a combination of surveys, interviews, and field Original Research Article

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Teacher Agency in Science Instruction: Narratives from Underserved Indigenous Communities in Elementary School of Malita South District

Asian Journal of Education and Social Studies, 2025

This study explored how elementary science teachers exercised agency in delivering instruction wi... more This study explored how elementary science teachers exercised agency in delivering instruction within underserved indigenous communities in the Malita South District, Davao Occidental. Guided by Emirbayer and Mische's (1998) temporal theory of agency and Vygotsky's (1978) social constructivism, the research employed a qualitative narrative inquiry design. Ten teachers handling Grades 4 to 6 Science were purposively selected as participants. Data were gathered through semi-structured interviews and analyzed using thematic narrative analysis to capture the teachers' lived experiences and professional decision-making. Findings revealed that teacher agency was manifested through four interconnected themes: (1) teaching science amid resource constraints, (2) improvisation and contextualization as acts of agency, (3) cultural responsiveness and indigenous integration, and (4) resilience, motivation, and

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