Understanding Policy Acceptance: A Study of Academicians’ Perspectives on National Education Policy 2020

The National Education Policy (NEP) 2020 represents a transformative shift in India’s educational landscape. It introduces a structural change in education, presenting both opportunities and challenges for educators and learners. For educators, this entails adapting pedagogical approaches to experiential learning, effectively integrating technology, and engaging in ongoing professional development. Drawing inspiration from the Unified Theory of Acceptance and Use of Technology (UTAUT), this study explores the factors influencing academicians’ intentions to support the NEP 2020 and embrace changes in the accounting syllabus in Odisha. Total 224 respondents have given their opinion via google form through structured questionnaire covering the different higher educational institutions in Odisha. Our research reveals that academicians’ beliefs in the policy’s effectiveness and the influence of their social circles significantly impact their inclination to support NEP 2020 and adopt the revised accounting curriculum. Factors like academicians’ age, perceived ease of policy implementation, and the support they receive or anticipate also play vital roles in shaping their intent to support NEP and its associated curriculum changes. These findings offer crucial insights for policymakers, educational institutions, and academicians themselves, facilitating informed decision-making and successful policy implementation while advancing the cause of education reform in India. The study underscores the pivotal role of social and professional networks in influencing academicians’ support for NEP 2020.