The integration of technology into education has redefined traditional teaching-learning paradigms, especially in the wake of global digitalization and unforeseen disruptions like the COVID-19 pandemic. This conceptual research paper explores the techno-pedagogical aspects emphasized in India’s National Education Policy (NEP) 2020, which envisions a digitally empowered, inclusive and learner-centric education system.

Techno-pedagogy, which involves the strategic blending of technological tools, resources and devices with pedagogical methods, is presented as a crucial framework for enhancing educational quality, access and equity. This paper examines how NEP 2020 promotes techno-pedagogical integration across various chapters, notably Chapter 23 and Chapter 24, by recommending the use of digital platforms, teacher training, adaptive assessments and inclusive content creation.

Additionally, chapters such as 2.8, 5.15, 6.11, 12.2 and 21.9 reinforce the importance of ICT in areas such as reading promotion, inclusive education, professional development and curriculum innovation. The research highlights the policy’s focus on developing techno-pedagogical skills among educators through continuous professional development, digital content repositories, virtual labs and blended learning models.

By aligning pedagogy with digital proficiency, NEP 2020 aims to prepare teachers and learners for the demands of the 21st-century knowledge economy. This paper contributes to the understanding of techno-pedagogy as both a conceptual and practical framework, providing insights for future research, teacher education and policy formulation in the domain of educational technology.