Universal Design for Learning as a Pedagogical Framework for Implementing NEP 2020 in School Science Education
Author : Jyoti
Abstract :
The National Education Policy 2020 envisions a reorientation of school science education toward competency-based, inclusive, and learner-centred pedagogical practices that prioritise conceptual understanding, inquiry, and meaningful engagement with scientific ideas. While the policy outlines a progressive curricular vision, science teachers often encounter challenges in translating these expectations into everyday classroom practices, particularly in contexts marked by learner diversity, varied readiness levels, and differing modes of participation. Addressing this gap requires instructional frameworks that can systematically connect policy intent with classroom-level pedagogy.
This paper examines Universal Design for Learning (UDL) as a pedagogical framework capable of operationalising the vision of NEP 2020 in school science education. Originally developed by the Center for Applied Special Technology (CAST), UDL is grounded in research-based principles that emphasise multiple means of representation, engagement, and expression in instructional design. Adopting a qualitative, practice-oriented approach, the study analyses the conceptual alignment between UDL principles and the pedagogical expectations articulated in national curriculum reforms. Policy and curriculum analysis is complemented by classroom-informed instructional perspectives to illustrate how UDL can support conceptual clarity, inquiry-oriented learning, and inclusive participation in science classrooms.
The analysis highlights the potential of UDL to function as a mediating framework that bridges curriculum policy and classroom practice by embedding flexibility within lesson design, learner engagement strategies, and assessment practices, without compromising academic rigour. By positioning UDL as an instructional pathway rather than a compensatory strategy, the paper contributes to the discourse on curriculum implementation and inclusive pedagogy. The study underscores the relevance of UDL for realising the goals of NEP 2020 in school science education, with implications for teachers, curriculum developers, and teacher education programmes.
Keywords :
Universal Design for Learning, School Science Education, National Education Policy 2020, Inclusive Pedagogy, Curriculum Implementation, Learner-Centred Instruction.
