ITEP Curriculum Implementation and Student Perceptions: An Institutional Case Study

The Integrated Teacher Education Programme (ITEP) under the aegis of India’s National Education Policy (NEP) 2020, a remarkable shift in teacher education to integrated, multidisciplinary, practical based and competence-based teacher preparation. The National Education Policy 2020 highlights, “Teacher preparation is an activity that requires multidisciplinary perspectives and knowledge, formation of dispositions and values, and development of practice under the best mentors” (NEP, 2020). ITEP merge the domain specific knowledge to pedagogical knowledge. This institutional case study explores the implementation of the ITEP curriculum at a selected state university to examine students’ perceptions using a self-constructed five-point Attitude scale. This study employing a methodology which included descriptive survey design, data were collected from ITEP students in academic session 2023 to 2026 using Attitude scale where scoring scheme i.e. 5 = Strongly Agree to 1 = Strongly Disagree for the positive statement employed. The findings highlight a high reliability, highly positive attitude of students of ITEP toward the curriculum awareness and understanding, curriculum design and relevance, pedagogical practices, skill and competency development. However, it is reported that moderate concerns are there related to workload intensity on the students and infrastructural support. The study also shows the important role of institutional readiness implementing the policy level curriculum reforms into practice to smooth running of teacher education program. The findings also contribute strong evidence to the emerging literature on ITEP and offer insights for strengthening higher education institutions implementing large-scale teacher education reforms.