UGC NET Questions (Paper – 1)

Statements A and B are correct because ESD is about integrating sustainability dimensions across curricula and promoting critical and participatory pedagogies. Statements C and D are incorrect: ESD is cross-disciplinary and actively encourages learner participation in real-world sustainability projects. Therefore, the combination A and B only is correct.

Option A:
Option A is incomplete as it ignores B, which correctly highlights pedagogy focused on critical thinking and problem solving. Without B, the active-learning dimension of ESD is missing.

Option B:
Option B is correct since it combines the two accurate statements and excludes C and D, which misrepresent the scope and methods of ESD. This reflects official formulations of ESD in policy documents.

Option C:
Option C is incorrect because it adds C, implying that ESD is confined to environmental sciences, which contradicts the idea that all disciplines should address sustainability.

Option D:
Option D is incorrect as it groups B, C and D, treating both C and D as correct. D wrongly suggests ESD discourages participation, which goes against the experiential emphasis of ESD.

NEP 2020 treats sports and physical education as integral to the curriculum. Regular physical activity is seen as essential for health, discipline, teamwork and life skills, and must appear in timetables as a core component of schooling.

Option A:
Option A is incorrect because NEP rejects the idea that sports are merely optional “extra” activities; it wants them embedded in curriculum time.

Option B:
Option B is correct since it captures the idea that sports and PE are central for physical fitness, social skills and life skills and are part of formal learning.

Option C:
Option C is incorrect; NEP wants all students, not just aspiring professional athletes, to benefit from sports and physical activity.

Option D:
Option D is incorrect because using sports primarily as punishment misrepresents their positive educational and developmental role in NEP.

The National Education Policy 2020 calls for holistic and multidisciplinary education to break rigid disciplinary silos. It stresses that students should be able to combine subjects from sciences, social sciences, arts and vocational streams according to their interests. This integrated approach is meant to develop critical thinking, creativity and broader perspectives rather than narrow specialisation alone. Therefore, the phrase “holistic and multidisciplinary” correctly captures the vision described in the stem.

Option A:
Rote-based education relies heavily on memorisation without deep understanding or integration of knowledge across disciplines. NEP 2020 explicitly argues against rote learning and seeks to reduce its dominance in Indian classrooms. Hence, this option contradicts the spirit of the policy and does not answer the question.

Option B:
Holistic and multidisciplinary education emphasises linking different fields so that learners can see connections between concepts and real-life problems. It encourages flexible curricula, choice-based courses and project work that cuts across subjects. These characteristics match exactly with the policy emphasis cited in the question, making this the correct option.

Option C:
Purely vocational education focuses largely on job-specific skills without adequate grounding in general education and critical thinking. NEP 2020 promotes integrating vocational elements with academic learning, not isolating them completely. Thus, this option is too narrow to describe the kind of integrated education mentioned in the stem.

Option D:
Exam-centred education is dominated by preparation for tests and high-stakes examinations, often at the cost of conceptual understanding and creativity. NEP 2020 seeks to move away from exam-centricity toward continuous and comprehensive evaluation. Therefore, this option does not fit the policy vision described.

Statements A, B, D and E together provide a comprehensive understanding of ISR. A is correct because ISR emphasises broader social roles of HEIs. B is correct since outreach, environmental and community projects are typical ISR activities. D is correct as embedding ISR in curriculum and projects engages students in authentic social issues. E is correct because collaboration with local communities ensures that ISR is relevant and impactful. C is false because ISR is not limited to fundraising, and F is false because ISR should inform institutional policies and plans rather than being confined to one-off events.

Option A:
Option A is incorrect because it omits E and therefore fails to emphasise that partnerships with local communities are central to meaningful ISR.

Option B:
Option B is incorrect because it excludes A and includes only D and E with B, thus not clearly defining ISR as a broader institutional commitment beyond specific activities.

Option C:
Option C is incorrect because it omits A and includes only B, D and E, which describe activities but do not explicitly state the overarching societal commitment at the heart of ISR.

Option D:
Option D is correct as it combines A, B, D and E, the true statements that define ISR’s purpose, activities, curricular integration and community partnerships, while excluding C and F, which misrepresent ISR as merely fundraising or occasional events.

Statements A and C are correct and illustrate curriculum and campus-based approaches in higher education. Integration of environmental themes across disciplines and project work, as well as practical exercises like audits, strengthen learning and awareness. Statements B and D are incorrect because environment and sustainability are relevant to all students and participation in clubs does influence attitudes and behaviours. Therefore, the combination that includes A and C while excluding B and D is the correct answer.

Option A:
Option A is correct because it picks precisely those statements that align with policy recommendations for mainstreaming environmental education. It recognises cross-disciplinary curriculum integration and experiential learning through campus initiatives, both of which are supported by higher education reforms. Excluding B and D avoids endorsing narrow or dismissive views of environmental learning.

Option B:
Option B is incorrect because it adds statement B, which wrongly restricts environmental learning to environmental science students. Sustainability issues cut across all fields including commerce, humanities and engineering, so including B in the set of correct statements is conceptually wrong.

Option C:
Option C is incorrect as it includes statement D along with A and C. While A and C are correct, D is false because environmental clubs and societies are known to foster pro-environmental attitudes and behaviours among students. The presence of D invalidates this option.

Option D:
Option D is incorrect because it includes B and D, both of which misrepresent the scope and impact of environmental education, along with C. Accepting these false statements means the combination cannot be treated as correct.