Bridging policy and practice in Indian higher education: college educators’ perspectives and institutional mediation in NEP 2020 implementation

Purpose This study investigates the implementation of the National Education Policy (NEP) 2020 in India from the perspective of college educators, focusing on how institutional support mediates their intention to adopt policy-driven reforms. This study evaluated NEP-initiated innovations, implementation issues, and policy perspectives on faculty growth and reform. Design/methodology/approach Grounded in the diffusion of innovation, expectancy, and ability–motivation–opportunity (AMO) theories, this study develops and tests a conceptual model using Partial Least Squares Structural Equation Modelling. Data were collected through a stratified random survey of 500 educators' from government, aided, and private colleges across five Indian regions. Findings The findings support the idea that NEP innovations contribute significantly to professional growth, and implementation issues have a positive impact on teaching effectiveness, by prompting educators to adopt adaptive pedagogical strategies, experiment with digital and outcome-based teaching practices, and respond innovatively to institutional and policy constraints. Institutional support mediates the optimism associated with educators’ expectations of future policy outcomes and prerequisites for reforms. Practical implications Higher educational institutions need to institutionalise systematic support systems (training, leadership involvement, and digital infrastructure) to enable sustainable reform implementation and prevent faculty resistance. Social implications The study demonstrates that robust institutional support enables educators to translate NEP 2020 reforms into effective teaching practices. Ensuring equitable access to resources, training, and leadership across diverse institutions can promote inclusive reform adoption, reduce systemic disparities, and enhance teaching–learning outcomes. This approach fosters innovation and strengthens the transformative potential of national education policy. Originality/value This study addresses a gap in empirical research on NEP 2020 through a national study of faculty members’ perspectives on policy translation and implementation dynamics. It develops knowledge about the role of institutional ecosystems in policy adoption among resource-diverse systems with decentralised higher education.