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@article{191319,
        author = {Dr. Md. Imbesatul Haque},
        title = {CONTEMPORARY APPROACHES IN EDUCATION POLICY RESEARCH AND PRACTICE},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {8},
        pages = {6445-6456},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=191319},
        abstract = {Contemporary education systems face rapid and multi-layered changes driven by globalisation technological innovation and shifting socio-economic priorities. These forces have altered how governments design policy how researchers study education and how teachers organise learning in classrooms. This conceptual paper examines these evolving relationships and analyses their implications for teacher education in India and internationally. The analysis draws on published research and policy literature with particular attention to reforms introduced through India’s National Education Policy 2020. The paper reviews contemporary approaches in education policy educational research and educational practice and highlights the growing expectation that teachers act as reflective practitioners and knowledge users. To address gaps between policy discourse research evidence and classroom realities the paper introduces the Policy Research Practice (PRP) Alignment Model. The model positions teacher education as a central space for systemic alignment. The paper argues that alignment can strengthen evidence-informed decision-making promote sustainable reform and enhance teacher professionalism. It concludes with implications for policy research and teacher education and identifies directions for future conceptual and empirical studies.},
        keywords = {Teacher education, Education policy. Evidence-informed practice, Policy research practice alignment, Policy enactment, NEP 2020, Educational reform},
        month = {January},
        }