Students’ Cognitive and Affective Responses to the National Education Policy 2020: Evidence from Indian Higher Education Institutions

Abstract

This study examines students’ cognitive and affective responses to the National Education Policy (NEP) 2020 in Indian higher education, addressing the gap between policy intent and student-level experiences. Using a quantitative, cross-sectional design, data were collected from over 700 postgraduate and doctoral students through a structured questionnaire. The study assesses cognitive dimensions: awareness, understanding, perceived usefulness, and challenges and affective dimensions including attitudes, emotional responses, motivation, and satisfaction. Descriptive results indicate moderate to high cognitive engagement, with perceived usefulness scoring the highest, while awareness and understanding remain relatively lower, reflecting gaps in clarity. Affective responses reveal cautious optimism, with moderately positive attitudes and motivation but moderate emotional engagement and satisfaction. Reliability and validity measures confirm the robustness of the constructs. ANOVA results show significant differences across institutional types, highlighting disparities in policy implementation. Structural Equation Modelling (PLS-SEM) findings reveal that cognitive responses significantly and positively influence affective responses. Perceived usefulness and understanding emerge as strong positive predictors, whereas perceived challenges negatively impact students’ attitudes and motivation. The model demonstrates satisfactory explanatory and predictive power. The study offers important implications for policy and practice. Enhancing student awareness through structured communication, improving institutional support systems, and addressing infrastructural constraints can strengthen both cognitive and emotional engagement. Promoting student-centric pedagogies and reducing implementation barriers are critical for improving acceptance of NEP 2020. Overall, aligning cognitive understanding with supportive institutional practices is essential for effective and inclusive policy implementation in higher education.