Bridging Policy and Pedagogy: A Multi-Method Analysis of Pre-Service Teacher Curriculum Alignment with NEP 2020 in Nagaland

Abstract This paper presents a rigorous, multi-method investigation into the alignment of the pre-service teacher education curriculum in Nagaland with the National Education Policy (NEP) 2020. Employing a mixed-methods design, the study synthesizes quantitative survey data from 200 pre-service teachers with qualitative insights from semi-structured interviews with 20 teacher educators and 5 policy makers, and a systematic review of curriculum documents. The findings reveal a moderate but inconsistent alignment with key NEP tenets, particularly concerning interdisciplinary integration and the robust incorporation of indigenous knowledge systems. The study identifies significant implementation challenges, including resource deficits, language barriers, and a critical gap between policy rhetoric and practical application. Recommendations are posited for a collaborative, contextualized approach to curriculum enhancement, emphasizing targeted professional development, resource allocation, and a deeper institutional commitment to culturally responsive pedagogy. This research contributes to the discourse on policy implementation and curriculum studies by providing empirical evidence from a unique socio-cultural context, offering a model for localized adaptation of national educational reforms. Key word: National Education Policy 2020, Teacher Education, Curriculum Alignment, Nagaland, Indigenous Knowledge Systems, Culturally Responsive Pedagogy, Mixed-Methods Research.