Ashok K. Pandey, Global Peace Foundation, USA

India’s National Education Policy 2020 places the teacher at the heart of educational transformation, yet the pathway from policy aspiration to lived classroom practice remains insufficiently explored. The present study explores how Panchkosha-aligned mentoring cultivates reflective capacity, ethical awareness, and values-led pedagogy among teachers, using a design-based practitioner inquiry.Evidence was collected through mentee reflections, continuous professional development logs, and an institutional case vignette involving teachers and school leaders across mentoring cohorts spread over two years. The findings support a shift in teacher identity from an instructor to a mentor. Emotional alignment emerges as a prerequisite for learning. Ethical discernment emerges as a marker of professional maturity, and joy as a legitimate indicator of growth. The values such as empathy, cooperation, peace, and responsibility, associated with Global Citizenship, emerge organically through reflective practice.The findings offer a globally intelligible model of teacher development by integrating Indian Knowledge Systems with contemporary educational discourse.

Teacher Mentoring, Panchkosha Framework, NEP 2020, Global Citizenship Education, Reflective Practice.