Critical Thinking in NEP 2020: A Bibliometric-Systematic Literature Review of Measurement, Implementation, and Research Gaps
Neelam Kumari, Nisha
https://analista.in/10.71182/aijmr.2512.0302.3003
Abstract
India's National Education Policy 2020 positions critical thinking as a central pedagogical outcome in higher
education, yet empirical evidence documenting implementation success and student skill development remains limited. This
bibliometric-systematic literature review maps the research landscape on critical thinking measurement and implementation
in Indian higher education since 2020. The study analysed 65 peer-reviewed empirical studies using PRISMA 2020 guidelines
across Scopus, Web of Science, ERIC, and Indian academic indices. Bibliometric mapping identified three dominant research
clusters: pedagogical innovation, assessment methodologies, and implementation barriers. Key findings indicate that only 31%
of reviewed studies employed direct critical thinking measurement, with standardised instruments used in fewer than 18% of
Indian studies. Significant implementation gaps exist, particularly regarding teacher preparedness (82% of studies cite this
barrier), infrastructure constraints (78%), and assessment ambiguity (65%). Analysis reveals a pronounced disconnect between
NEP 2020's policy vision and available empirical evidence of outcomes. The review identifies four critical research priorities:
longitudinal outcome studies, implementation science research, culturally validated assessment instruments, and equity-
focused studies in under-resourced institutional contexts.
Keywords: Critical Thinking, NEP 2020, Higher Education, Bibliometric Analysis, Measurement, Pedagogical Innovation,
Implementation Barriers, India