Social inclusion and equity have become central priorities in India's higher education policy, particularly with the introduction of the National Education Policy (NEP) 2020. The policy seeks to transform higher education by ensuring equitable access, participation, and learning outcomes for all learners, especially those belonging to Socially and Economically Disadvantaged Groups (SEDGs). Uttar Pradesh, India's most populous state and home to one of the largest higher education systems, presents a significant context for examining the implementation of these policy objectives. This paper critically analyzes the provisions of NEP 2020 related to social inclusion and equity and evaluates their relevance to higher education in Uttar Pradesh. Drawing upon policy documents, government reports, and empirical literature, the paper examines initiatives relating to access, equity, financial assistance, gender inclusion, digital learning, institutional governance, and quality enhancement. It also discusses persistent challenges, including regional disparities, socio-economic inequalities, digital exclusion, gender gaps, inadequate institutional infrastructure, and uneven implementation across higher education institutions. The paper argues that although NEP 2020 provides a comprehensive policy framework for inclusive higher education, achieving its objectives requires coordinated efforts among governments, universities, regulatory agencies, and local communities. The study concludes with policy recommendations to strengthen equitable participation and improve educational outcomes in Uttar Pradesh while contributing to India's broader agenda of inclusive and sustainable development.