The National Education Policy (NEP) of 2020 and the Hybrid Learning Paradigm: Revising Strategies for An Evolving Legal Education Environment
| Published date | 01 January 2024 |
| DOI | http://doi.org/10.1177/23220058231217184 |
| Author | Rumi Roy,Prakash Sharma |
| Date | 01 January 2024 |
| Subject Matter | Articles |
The National Education Policy
(NEP) of 2020 and the Hybrid
Learning Paradigm: Revising
Strategies for An Evolving
Legal Education Environment
Rumi Roy1,2 and Prakash Sharma3
Abstract
A strong and resilient education system is vital for the progress and growth of any nation, as it equips
individuals with the necessary skills and knowledge to effectively address current and forthcoming is-
sues, while also keeping pace with rapid technological breakthroughs. The National Education Policy,
2020 (NEP 2020) plays a significant role in creating a comprehensive framework for the transforma-
tion of the education sector. The hybrid approach of teaching and learning has the ability to integrate
multiple viewpoints within legal education by combining in-person and online interactions, under the
guidance of policy. Nevertheless, it is important to conduct a thorough examination of the pedagogical
tactics and technology tools that augment the learning experience in legal education, in order to assess
the efficacy of this approach in professional courses like law. Given the aforementioned environment,
the primary objective of this study is to comprehensively examine the consequences of incorporating
a hybrid method of learning in the field of legal education in India, specifically focusing on its policy im-
plications and relevant issues. This study endeavours to examine the strengths and weaknesses of the
paradigm, as well as the ongoing problems and limitations associated with it, in the context of legal edu-
cation. Moreover, the primary objective of this article is to conduct a rigorous analysis of apparent gaps
and inconsistencies that may necessitate additional explanation or refinement in order to effectively
accomplish the targeted transformative goals. The paper seeks to provide a valuable contribution to the
continuing discourse on educational reform and promote the successful implementation of the hybrid
model in accordance with NEP 2020 for the purpose of delivering legal education in India, particularly
in the context of the post-pandemic global landscape.
Introduction
Blended or hybrid learning, which combines both face-to-face (f2f) instruction and technology-enhanced
components, has revolutionized the learning experience for students expanding the online environment
Article
Asian Journal of Legal Education
11(1) 44–59, 2024
© 2023 The West Bengal National
University of Juridical Sciences
Article reuse guidelines:
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DOI: 10.1177/23220058231217184
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1 Jawaharlal Nehru University School of Social Sciences, New Delhi, Delhi, India.
2 Vivekananda Institute Of Professional Studies - TC, Delhi, India.
3 RGSOIPL, IIT Kharagpur, West Bengal, India.
Corresponding author:
Rumi Roy, Vivekananda Institute Of Professional Studies - Technical Campus, Delhi 110034, India.
E-mail: roy.rumi@gmail.com
Roy and Sharma 45
for teaching and learning. Although the concept remains relatively novel, its fundamental objective is in
line with those of other educational advancements.4 Enhancing the availability of higher education is a
prominent objective on the international platform, embracing not just educational initiatives but also
employment, entrepreneurial endeavours and labour market strategies. In fact, UNESCO has under-
scored the necessity of expanded learning possibilities and highlighted the imperative of accessibility in
order to foster our shared future and enhance our collective prosperity.5
Having said this, over the past several years, there has been a notable transformation in the Indian educa-
tion system and pedagogical methodologies. Numerous stakeholders, such as governmental bodies, educa-
tional establishments, researchers and specialists, have diligently examined strategies and prospects for
augmenting the calibre, availability and preparedness for the future of education. The notion of doing educa-
tion remotely, with students and teachers physically distanced from traditional classroom settings, would have
been deemed inconceivable. However, the COVID-19 pandemic has had a significant impact on traditional
education systems worldwide, pushing instructors to quickly adopt hybrid and online learning approaches.6
Consequently, the integration of technology was observed within the higher education sector.
During the period of the pandemic, there was a re-evaluation, redefinition and restructuring of creative
solutions in order to facilitate continuous learning in the absence of traditional physical educational envi-
ronments. While the industry has adopted and explored novel methodologies while traversing through
difficult circumstances, it is crucial to prioritize the development of an equity-based framework that can
effectively govern higher education in the twenty-first century. In this perspective, the National Education
Policy, 20207 (NEP 2020) in India has played a significant role in stimulating the reconceptualization of
higher education, with a particular focus on adopting a learner-centric and technology-driven methodology.
One significant consequence of this policy is the recognition and promotion of hybrid learning, which
combines online and offline methods of education with a specific emphasis on skill enhancement, a multi-
disciplinary approach, integration of technology and educational flexibility. The strategy has been formu-
lated with the aim of implementing substantial changes in the education system in India during the period
following the COVID-19 pandemic. The policy aims to promote the hybrid mode of teaching and learning,
which involves the integration of technology to facilitate education for remote learners and promote inclu-
sivity. The statement acknowledges the capacity of technology to diminish disparities and improve educa-
tional accessibility, regardless of one’s socio-economic status or geographic location. The objective is to
promote comprehensive development and a multidisciplinary approach to education, facilitating the inte-
gration of multimedia materials, virtual simulations and interactive exercises, so cultivating a more capti-
vating and immersive learning atmosphere.
Revolutionizing Education: Application of the Hybrid Model of Learning
The educational system has seen substantial changes in the past two decades due to the advent of new
information and communication technologies (ICT). The improvements in ICT have brought about a
4 M. Martyn, The Hybrid Online Model: Good Practice, 26(1) . 19 (2003).
5 United Nations Educational, Scientific and Cultural Organization, Education in the Post-Covid World: Nine Ideas for Public
Action (2020), https://en.unesco.org/sites/default/files/education_in_a_post-covid_world-nine_ideas_for_public_action.pdf (last
visited July 2, 2023).
6 M. A. Almaiah, A. Al-Khasawneh & A. Althunibat, Exploring the Critical Challenges and Factors Influencing the E-learning
System Usage During COVID-19 Pandemic, 25 5261 (2020).
7 National Education Policy 2020: Key Takeaways, 2020, https://www.india.gov.in/spotlight/national-education-policy-2020-key-
takeaways (last visited July 14, 2020).
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