Educational reform in practice: A dual perspective of policy outcomes for students and faculty

Volume 2, Issue 1 (Mar to May)

Authors: Sheikh Nida Afreen A.

DOI: doi.org/10.64848/WJST.2.1.2026.119-124

Page No: 119-124

Keywords: Educational reform, Policy outcomes, Student perspective, Faculty perspective

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Abstract

Higher education reforms have drawn a lot of attention from throughout the world, especially in light of policy initiatives meant to increase employability, accessibility, and inclusivity. Reforms like the National Education Policy (NEP) 2020 in India place a strong emphasis on outcome-based education, digital integration, and transdisciplinary learning. However, how these innovations are perceived by important stakeholders—faculty and students—will determine how effective they are. This study looks at the results of recent changes to educational policies from the views of both teachers and students at Bengaluru, Karnataka's higher education institutions. Data was gathered from 200 participants (100 faculty members and 100 undergraduate and graduate students) chosen through purposive sampling from particular institutions using a cross-sectional quantitative research approach. Google Forms was used to administer structured questionnaires with a five-point Likert scale. Stakeholder perceptions of the efficacy of the reform were assessed using one-sample t-tests. The results show that while faculty members report greater workload and implementation issues, students perceive notable increases in accessibility and diversity. The report emphasizes the need for inclusive and balanced reform initiatives by highlighting a gap between policy goals and actual implementation. It supports stakeholder-centered policy evaluation and offers policymakers and institutional administrators practical insights to enhance the efficacy and sustainability of educational changes.