The National Education Policy (NEP) 2020 envisions a radical structural and pedagogical transformation in Indian school education, predicated on revamping teacher preparation. A central pillar of this reform is the Integrated Teacher Education Programme (ITEP)—a 4-year dual-major holistic undergraduate degree combining specialized disciplinary knowledge (B.A./B.Sc./B.Com.) with professional pedagogical foundations. Slated to become the mandatory minimum qualification for school teachers by 2030, ITEP shifts teacher education from standalone institutions to multidisciplinary Higher Education Institutions (HEIs).

Drawing upon perspectives from developmental psychology, cognitive foundations of learning, and classroom assessment paradigms, this paper examines the curricular integration, systemic opportunities, structural bottlenecks, and pedagogical transitions inherent in rolling out ITEP. It investigates institutional readiness, faculty alignment, curricular restructuring, school-university practicum linkages, and socio-economic equity. The paper concludes with actionable policy recommendations to ensure that ITEP evolves into a sustainable, reflective, and equity-driven ecosystem.