The Necessity of Critical Scientific Literacy in the Context of India's National Education Policy 2020

Authors

DOI:

https://doi.org/10.31305/rrijm.2025.v10.n11.010

Keywords:

Critical scientific literacy, India, scientific literacy, science education, NEP 2020, NCF-SE 2023, socio-scientific concerns, public participation

Abstract

India's recent National Education Policy (NEP 2020) and National Curriculum Framework for School Education (NCF-SE 2023) signify a significant shift from rote memorization to inquiry-based, conceptual comprehension. This paper argues that, despite the potential of these educational improvements to enhance scientific literacy (SL), they primarily focus on functional and civic abilities (Roberts' Vision I/II), neglecting the essential aspect of Critical Scientific Literacy (CSL). CSL (Hodson's Vision III) integrates a socio-political dimension, equipping students to analyse scientific social contexts, interrogate authority structures, and engage in informed activism. This is especially significant within India's context, characterized by complex socio-scientific problems (SSIs) such as health-related disinformation, climate inequities, and industrial environmental pollution. This analysis first distinguishes CSL from traditional SL, then investigates the "critical deficiency" in these new policy frameworks. The conclusion proposes a localized CSL paradigm, asserting that Indian scientific education must advance beyond inquiry-based instruction to encompass socio-political participation for the full empowerment of citizens.

Author Biographies

Mr. Pavan Kumar, Research Scholar, Department of Education, Regional Institute of Education (NCERT), Mysuru

M Pavan Kumar is a Doctoral Research Scholar in the Department of Education at the Regional Institute of Education (NCERT), Mysuru. He is a recipient of the UGC-NET-JRF (Junior Research Fellowship). He has completed a B.Sc.Ed, a four-year integrated innovative teacher education programme, and holds a Master’s degree in Education (M.Ed.) with a specialisation in Programme Planning and Evaluation, both from the Regional Institute of Education (NCERT), Mysuru. He has teaching experience at both undergraduate and postgraduate levels, where he has assisted and taught courses such as Pedagogy of Biological Science, Teacher Education, and School Education. His current doctoral research focuses on Science Education, with a particular emphasis on developing competencies among earners at the Middle and Secondary Stage. Pavan has published and presented papers at National Conferences, academic forums and served as a resource person in various teacher training programmes in the area of Science Education, Experiential Learning, Life skills Education, Innovative Pedagogical Approaches. He has also conducted training programs on 5E lesson planning at various instructions and online sessions on student well-being as part of PM eVidya’s SAHYOG initiative. He aims to continue his contributions toward building robust frameworks for strengthening the area of Science Education.

Dr. Sujata B Hanchinalkar, Assistant Professor, Department of Education, Regional Institute of Education (NCERT), Mysuru

Dr. Sujata B. Hanchinalkar is a distinguished academic and researcher currently serving as an Assistant Professor at the Regional Institute of Education (RIE), Mysuru, where she specializes in Science Education, Pedagogy of Biological Science, Teacher Education, and Adolescent Psychology. She holds an impressive academic portfolio, including an M.Sc. in Botany as a Gold Medallist, an M.Ed. with a Third Rank, and a Ph.D. in Education, and she is a UGC-NET JRF qualified scholar. Her research is deeply rooted in social relevance and practice, having led numerous long-term projects under NCERT that investigate critical issues such as adolescent substance abuse, nutritional awareness, student stress during the COVID-19 pandemic, and teacher attitudes toward reproductive health biology. A prolific writer, Dr. Hanchinalkar has published extensively in national and international journals on diverse themes ranging from the Reggio Emilia Approach and ICT integration to inclusive education and emotional intelligence. Beyond her scholarly pursuits, she is an active leader in the educational community, frequently serving as a resource person for workshops on Foundational Literacy and Numeracy and the National Curricular Framework (NCF) 2023, while also driving digital outreach through NCERT initiatives like "Sahyog" and "Manodarpan" to support student well-being and mental health.

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Published

15-11-2025

How to Cite

Kumar, P., & Hanchinalkar, S. B. (2025). The Necessity of Critical Scientific Literacy in the Context of India’s National Education Policy 2020. RESEARCH REVIEW International Journal of Multidisciplinary, 10(11), 92–101. https://doi.org/10.31305/rrijm.2025.v10.n11.010

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Vol. 10 No. 11 (2025): RESEARCH REVIEW International Journal of Multidisciplinary

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