Teachers’ Attitudes towards the Four-Year Undergraduate Programme under the National Education Policy 2020

Abstract

The present study investigated the attitudes of college teachers towards the Four-Year Undergraduate Programme (FYUGP) introduced under the National Education Policy (NEP) 2020. Teachers play a crucial role in the successful implementation of educational reforms; therefore, understanding their perceptions and readiness towards FYUGP is essential for effective policy execution. The study employed a descriptive survey method and was conducted among 200 teachers selected through random sampling from 40 Government Constituent Colleges affiliated with Lalit Narayan Mithila University (LNMU), Darbhanga. A researcher-developed Attitude towards FYUGP Scale was used for data collection. The collected data were analysed using descriptive statistics such as mean, standard deviation, and percentage, along with inferential statistics including t-test and Analysis of Variance (ANOVA). The findings revealed that teachers generally possessed a favourable attitude towards the Four-Year Undergraduate Programme. Positive perceptions were observed across major dimensions, including curriculum understanding, implementation, readiness for adaptation, academic effectiveness, professional development, institutional support, and career relevance. The level-wise distribution indicated that a substantial majority of teachers exhibited favourable to highly favourable attitudes towards the programme. Significant gender differences were found, with female teachers demonstrating more positive attitudes than male teachers. The study also revealed significant differences based on teaching experience, as teachers with less than five years of experience exhibited more favourable attitudes towards FYUGP compared to their senior counterparts. The findings suggest that teachers recognize the transformative potential of FYUGP in promoting multidisciplinary learning, curricular flexibility, research orientation, and enhanced employability. However, concerns related to institutional preparedness, infrastructural facilities, administrative support, and implementation challenges were also identified. The study concludes that while FYUGP is widely accepted by the teaching community, continuous faculty development programmes, policy orientation, and strengthened institutional support systems are essential for its effective implementation and for realizing the objectives of NEP 2020.