Teacher Readiness for Inclusive Education under NEP 2020: A Systematic Review of Competency Gaps and Theoretical Frameworks in the Indian Elementary Context

Abstract

Inclusive education in India has gained renewed policy significance under the National Education Policy 2020 and Samagra Shiksha Abhiyan, which emphasise equitable participation, accessibility, and quality education for Children with Special Needs. However, the effectiveness of inclusive classrooms depends largely on teacher readiness, as teachers serve as the primary agents for translating policy mandates into classroom practice. This systematic literature review examines teacher readiness for inclusive education in the Indian elementary education context by synthesising research on competency gaps, self-efficacy, pedagogical adaptation, and affective preparedness. Literature was reviewed from Google Scholar, ERIC, JSTOR, ResearchGate, and relevant grey literature sources, including NCERT, National Education Policy 2020 documents, Samagra Shiksha Abhiyan reports, UDISE+, and government policy documents. The review was guided by the Cognitive–Behavioural–Trait framework, which conceptualises teacher readiness through cognitive knowledge, behavioural implementation, and affective preparedness. The findings reveal a persistent knowledge–practice gap, where teachers possess conceptual awareness of inclusion but face difficulties in implementing inclusive instructional strategies. Behavioural barriers include limited differentiated instruction, weak classroom adaptation, and inadequate assistive technology integration. Trait-related findings indicate that low self-efficacy, inclusion anxiety, and limited psychological acceptance negatively affect inclusive classroom effectiveness. Based on these findings, the study proposes the Inclusive Teaching Competency Model to integrate policy literacy, pedagogical agility, digital readiness, empathy, and self-efficacy. The review provides practical implications for competency-based teacher education, long-term professional development, and supportive institutional ecosystems for sustainable, inclusive education.