Digital Pedagogy under NEP 2020 and Student Academic Engagement: A Policy-Based Analytical Study of Teacher Education Institutions in Tier-2 Cities

The National Education Policy (NEP) 2020 emphasizes the integration of technology in teaching and learning to enhance accessibility, quality, and flexibility in higher education. Digital pedagogy, including online and blended learning, virtual labs, Learning Management Systems (LMS), MOOCs, and digital assessment tools, has become central to teacher education institutions, particularly in Tier-2 cities. This paper examines the extent of digital adoption in these institutions and its impact on student academic performance and engagement. Drawing upon both policy analysis and perception-based surveys, the study investigates how the availability of smart classrooms, recorded lectures, faculty digital training, and online learning platforms influence conceptual clarity, assignment completion, attendance, and overall academic outcomes. Additionally, it explores the implementation gap arising from infrastructural constraints, faculty readiness, and socio-economic factors. The study also contextualizes modern digital pedagogy with the traditional guru Kul system, highlighting that just as ancient education emphasized holistic development—moral, intellectual, and practical—effective digital teachers today must combine technical proficiency with pedagogical empathy to foster meaningful learning. The findings suggest that while NEP 2020 has accelerated digital adoption in Tier-2 teacher education institutions, achieving optimal academic engagement requires a balanced approach that integrates technology with human-centric teaching practices.