TEACHER PROFESSIONAL DEVELOPMENT FOR VIKSIT BHARAT 2047: A KARMAYOGI APPROACH

Abstract

As India envisions a developed, inclusive, and self-reliant nation by 2047—Viksit Bharat—the role of teachers becomes central in shaping the next generation of citizens. This paper explores a transformative model of teacher professional development grounded in the philosophy of Karmayogi, which emphasizes selfless service, continuous self-improvement, and ethical commitment to nation-building. It argues that traditional, in-service training models must evolve into holistic frameworks that bridge philosophy, policy, and classroom practice, aligning educators' inner purpose with national goals. Drawing on the Indian Knowledge Systems (IKS), the National Education Policy 2020, and global best practices in teacher development, the paper outlines a Karmayogi-based professional development approach fostering reflective practice, emotional resilience, and contextual leadership. The study employs qualitative analysis of policy documents, training programs, and case studies from model schools adopting this approach. Findings suggest that when teachers are empowered as nation-builders and ethical practitioners, the ripple effects extend to student outcomes, community engagement, and institutional culture. The paper concludes with recommendations for institutionalizing this model at scale through policy reforms, digital platforms, and ongoing mentorship.