ROLE OF DOGRI LANGUAGE IN THE NATIONAL EDUCATION POLICY (NEP) 2020: ADVANCING MULTILINGUAL EDUCATION, CULTURAL PRESERVATION, AND INCLUSIVE LEARNING IN JAMMU AND KASHMIR

Abstract

The National Education Policy (NEP) 2020 represents a significant transformation in India's educational philosophy by recognizing multilingualism as a fundamental component of quality and inclusive education. Among its major reforms is the emphasis on mother tongue and regional languages as media of instruction during the foundational years of schooling. This paper examines the relevance of Dogri, one of the languages included in the Eighth Schedule of the Constitution of India, within the framework of NEP 2020. It argues that the integration of Dogri into school education can strengthen conceptual learning, preserve cultural heritage, promote social inclusion, and improve educational outcomes in the Jammu region. The study adopts a qualitative and analytical approach based on policy documents, educational research, and literature on multilingual education. It discusses the historical and constitutional status of Dogri, its educational significance, and the opportunities created by NEP 2020 for curriculum development, teacher education, and digital resource creation. The paper also highlights practical classroom examples illustrating how Dogri can facilitate children's understanding of academic concepts while nurturing cultural identity. Finally, it identifies challenges related to teacher preparation, learning materials, public perception, and policy implementation, and proposes recommendations for effectively integrating Dogri into the educational system. The paper concludes that promoting Dogri in accordance with NEP 2020 is not merely a linguistic initiative but a broader educational strategy that supports inclusive, equitable, and culturally responsive learning while preserving the rich heritage of the Duggar region.