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The National Education Policy (NEP) 2020 represents a landmark reform in India’s educational framework, aiming to transform the education system into one that is inclusive, equitable, holistic, and future-oriented. While the policy introduces innovative structural and pedagogical changes, its real impact largely depends on regional and social contexts. This paper examines the impact of NEP 2020 on students in the rural areas of Jharkhand, with special reference to the Bundu block of Ranchi district, from a sociological perspective. Jharkhand, characterized by a significant tribal population, socio-economic marginalization, and infrastructural limitations, presents a unique context to analyze the effectiveness of the policy. The study explores both the opportunities created by NEP 2020—such as mother tongue-based education, multidisciplinary learning, skill development, and inclusion—and the challenges related to digital divide, teacher preparedness, and socio-economic constraints. The paper argues that while NEP 2020 has the potential to reduce educational inequality and empower rural students, its success depends on effective implementation, contextual adaptation, and sustained institutional support.The policy seeks to reorient education by focusing on learner-centered pedagogy, cultural relevance, and skill-based learning. However, the outcomes of such reforms are not uniform across regions, particularly in rural and tribal areas where structural constraints shape educational access and participation. Jharkhand, as a predominantly rural and tribal state, provides a critical context for understanding how national-level educational reforms interact with local realities. In rural regions such as the Bundu block of Ranchi district, students often encounter challenges related to poverty, linguistic diversity, limited infrastructure, and restricted access to digital resources. These factors significantly influence their educational experiences and determine the extent to which policy initiatives can be effectively realized. From a sociological standpoint, education is deeply embedded within social structures, and policies like NEP 2020 have the capacity either to reinforce existing inequalities or to promote social inclusion and mobility.1 This study emphasizes the importance of contextual adaptation and community-level engagement in implementing NEP 2020. It highlights that while the policy offers progressive provisions aimed at inclusivity and equity, its transformative potential depends largely on region-specific strategies, adequate resource allocation, and continuous institutional support. By focusing on the lived experiences of rural students, this paper contributes to a deeper understanding of the social dimensions of educational reform in India.