Exploring the Relationship between Cognitive Growth and Multiple Intelligence Profiles among Pre-Service Teachers in the Context of NEP 2020

Abstract

The implementation of the National Education Policy (NEP) 2020 has brought renewed attention to holistic, learner-centered, and competency-based education in India. One of the key objectives of NEP 2020 is to promote cognitive development, critical thinking, creativity, and the recognition of diverse learner abilities. In this context, the concept of Multiple Intelligences (MI), proposed by Howard Gardner, offers a valuable framework for understanding the varied intellectual strengths of learners beyond traditional measures of intelligence. Pre-service teachers, as future educators, play a crucial role in translating the vision of NEP 2020 into classroom practice; therefore, understanding the relationship between their cognitive growth and multiple intelligence profiles is of significant educational importance. NEP 2020 emphasizes holistic development, multidisciplinary learning, and the nurturing of diverse talents, which closely aligns with the principles of Multiple Intelligence Theory.

The present study explores the relationship between cognitive growth and multiple intelligence profiles among pre-service teachers. A descriptive-correlational research design was adopted, and data were collected from pre-service teacher trainees enrolled in teacher education institutions. Standardized tools measuring cognitive growth and multiple intelligence dimensions were employed to assess participants’ intellectual and cognitive characteristics. The study examined the extent to which different intelligence domains—linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic—are associated with cognitive development.

The findings indicate a positive relationship between cognitive growth and multiple intelligence profiles, suggesting that pre-service teachers with well-developed and diverse intelligence patterns tend to demonstrate higher levels of cognitive functioning, problem-solving ability, critical thinking, and reflective learning. Significant variations were also observed across different intelligence domains, highlighting the multidimensional nature of human cognition. These findings support the NEP 2020 vision of fostering holistic and inclusive educational practices that recognize individual differences and promote diverse talents.

The study concludes that teacher education programs should integrate pedagogical approaches that nurture multiple intelligences alongside cognitive competencies. Such an approach can enhance the preparedness of future teachers to create inclusive, innovative, and learner-centered classrooms aligned with the goals of NEP 2020. The research contributes to the growing body of literature on teacher education, cognitive development, and educational transformation in contemporary India.