Soumya Sankar Ghosh is currently a Senior Assistant Professor at VIT Bhopal University, India. His work focuses on educational equity, foundational literacy, and language pedagogy. He is the Principal Investigator of an ICSSR-funded project on home language use for achieving Foundational Literacy and Numeracy (FLN) of Koda Community. The project aligns with NEP 2020 and the NIPUN Bharat Mission. His research also covers AI-enabled learning and mobile-based literacy interventions. Quantitative analysis guides his work on inclusive education.

• 1. Understanding NEP 2020 Through India’s Education Policy Journey.- 2. National Education Policy 2020: The colonial maintenance of Indian Nation and State.- 3. Embodied Learning and NEP 2020: A Theoretical and Practical Framework for ECCE in India.- 4. Competency-based approaches at Industrial Training Institutes in India – A case study.- 5. Rethinking Tribal Education: From Alienation to Localization through National Education Policy 2020.- 6. From Policy Vision to Classroom Reality: Language, Assessment, and the Everyday Work of Implementing NEP 2020.- 7. NEP 2020 and the Future of Legal Education in India: Integrating Innovation, Ethics, and Access.- 8. Comparing NEP 2020 and International Education Systems: Contextual Limits, Critical Debates, and Possibilities for Adaptation in India.- 9. Mother Tongue Advocacy, Multilingualism, and Linguistic Governance: Interrogating NEP 2020 through an SLI Lens.- 10. The Influence of Play-based Learning on Early Childhood Development: A Systematic Review under India’s NEP 2020 Framework.

Soumya Sankar Ghosh is currently a Senior Assistant Professor at VIT Bhopal University, India. His work focuses on educational equity, foundational literacy, and language pedagogy. He is the Principal Investigator of an ICSSR-funded project on home language use for achieving Foundational Literacy and Numeracy (FLN) of Koda Community. The project aligns with NEP 2020 and the NIPUN Bharat Mission. His research also covers AI-enabled learning and mobile-based literacy interventions. Quantitative analysis guides his work on inclusive education.

• 1. Understanding NEP 2020 Through India’s Education Policy Journey.- 2. National Education Policy 2020: The colonial maintenance of Indian Nation and State.- 3. Embodied Learning and NEP 2020: A Theoretical and Practical Framework for ECCE in India.- 4. Competency-based approaches at Industrial Training Institutes in India – A case study.- 5. Rethinking Tribal Education: From Alienation to Localization through National Education Policy 2020.- 6. From Policy Vision to Classroom Reality: Language, Assessment, and the Everyday Work of Implementing NEP 2020.- 7. NEP 2020 and the Future of Legal Education in India: Integrating Innovation, Ethics, and Access.- 8. Comparing NEP 2020 and International Education Systems: Contextual Limits, Critical Debates, and Possibilities for Adaptation in India.- 9. Mother Tongue Advocacy, Multilingualism, and Linguistic Governance: Interrogating NEP 2020 through an SLI Lens.- 10. The Influence of Play-based Learning on Early Childhood Development: A Systematic Review under India’s NEP 2020 Framework.

Soumya Sankar Ghosh is currently a Senior Assistant Professor at VIT Bhopal University, India. His work focuses on educational equity, foundational literacy, and language pedagogy. He is the Principal Investigator of an ICSSR-funded project on home language use for achieving Foundational Literacy and Numeracy (FLN) of Koda Community. The project aligns with NEP 2020 and the NIPUN Bharat Mission. His research also covers AI-enabled learning and mobile-based literacy interventions. Quantitative analysis guides his work on inclusive education.

• 1. Understanding NEP 2020 Through India’s Education Policy Journey.- 2. National Education Policy 2020: The colonial maintenance of Indian Nation and State.- 3. Embodied Learning and NEP 2020: A Theoretical and Practical Framework for ECCE in India.- 4. Competency-based approaches at Industrial Training Institutes in India – A case study.- 5. Rethinking Tribal Education: From Alienation to Localization through National Education Policy 2020.- 6. From Policy Vision to Classroom Reality: Language, Assessment, and the Everyday Work of Implementing NEP 2020.- 7. NEP 2020 and the Future of Legal Education in India: Integrating Innovation, Ethics, and Access.- 8. Comparing NEP 2020 and International Education Systems: Contextual Limits, Critical Debates, and Possibilities for Adaptation in India.- 9. Mother Tongue Advocacy, Multilingualism, and Linguistic Governance: Interrogating NEP 2020 through an SLI Lens.- 10. The Influence of Play-based Learning on Early Childhood Development: A Systematic Review under India’s NEP 2020 Framework.