The Impact of NEP 2020 Reforms on Faculty Burnout & Job Satisfaction in Indian Higher Education

Abstract The National Education Policy (NEP) 2020 represents one of the most significant reforms in India's higher education system in recent decades. It aims to improve the quality, accessibility, multidisciplinary nature, and global competitiveness of higher education institutions while strengthening research, innovation, and academic excellence. Although these reforms have created new opportunities for institutional growth and faculty development, they have also introduced increased academic responsibilities, performance expectations, research obligations, administrative duties, and continuous professional development requirements for faculty members. These evolving demands may influence faculty well-being, contributing to burnout and affecting overall job satisfaction. This paper examines the impact of NEP 2020 reforms on faculty burnout and job satisfaction in Indian higher education through a comprehensive review and critical analysis of contemporary literature, policy documents, and scholarly research. Drawing upon the Job Demands–Resources (JD–R) Theory, the study explores how increasing job demands associated with educational reforms interact with institutional support mechanisms to influence faculty motivation and psychological well-being. The paper argues that while NEP 2020 has the potential to transform Indian higher education positively, its successful implementation depends on balancing institutional expectations with adequate organizational support, professional development opportunities, equitable workload distribution, and faculty welfare initiatives. The findings highlight the importance of adopting sustainable human resource practices that promote faculty well-being while ensuring the successful realization of NEP 2020 objectives. The study also identifies existing research gaps and suggests future directions for empirical.