Abstract
Educators are anticipated to prepare students to address complex global, cultural, technological, and ethical challenges in an increasingly interconnected world. India's National Education Policy (NEP) 2020 emphasises internationalisation, interdisciplinary learning, and the development of global competence within teacher education. Nonetheless, it remains unclear how these concepts are comprehended, implemented, and integrated into existing teacher education frameworks. Furthermore, there is a lack of comprehensive study about the contradictions between global educational frameworks and India's socio-cultural, institutional, and resource contexts. This study critically examines the concept of internationally competent teachers within the framework of NEP 2020 by analysing the policy's vision, foundational assumptions, and proposed revisions. It outlines conceptual shortcomings, practical challenges, and structural constraints that may hinder the achievement of internationally competent teacher preparation. The research utilises a conceptual and analytical approach rooted in policy analysis and a review of secondary literature. It asserts that while NEP 2020 provides a progressive framework, its effectiveness depends on local adaptability, institutional capability, and the availability of professional support networks. The report finishes by proposing solutions to address the divergence between policy objectives and classroom practise in cultivating teachers who are internationally competent while being culturally aware.
Keywords
NEP 2020, Teacher Education, Global Competence, Internationalization, Indian Knowledge System
Author Affiliations
1. Lecturer College of Teacher Education(CTE) Gaya, Bihar
2. Assistant Professor, Department of Education A.N. College, Patna