This research paper investigates the ‘academic achievement’ of ‘higher secondary students’ in ‘Murshidabad district’, West Bengal, within the framework of the ‘National Education Policy’ (NEP) 2020, focusing specifically on the influence of ‘environmental contexts. Using a qualitative approach, the study examines how various ‘socio-economic’, cultural, infrastructural, and ‘institutional factors’ affect learners’ academic performance. Data were collected through in-depth interviews, focus group discussions, and field observations involving students, teachers, parents, and school administrators across both rural and semi-urban areas of the district. The study reveals that ‘academic achievement’ is closely linked to ‘environmental variables’ such as parental literacy, economic stability, gender norms, access to digital resources, quality of teaching, and school infrastructure. It also highlights the role of community involvement and government policy in shaping educational experiences. The ‘NEP 2020’s emphasis on equity, inclusivity, and context-specific ‘learning strategies’ provides a critical lens through which to understand and address these disparities. Findings suggest that while ‘NEP 2020’ presents a transformative vision for Indian education, its implementation in under-resourced regions like Murshidabad requires targeted support, ‘teacher training’, and ‘infrastructural investment’. The study concludes with recommendations aimed at aligning local educational realities with the goals of ‘NEP 2020’ for improved academic outcomes.
Socio-economic Factors, Educational Policy, Rural Education, Educational Disparities, Context-Based Learning, Equity in Education
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