Author: Ankita Manna & Suman Atta
DOI Link: https://doi.org/10.70798/Bijmrd/04032002
Abstract: This study offers a critical and insightful examination of the convergence between the Indian Knowledge System (IKS) and the Sustainable Development Goals (SDGs), with a particular emphasis on the educational dimension. Adopted by the United Nations in 2015 as part of the global 2030 Agenda, the SDGs aim to address urgent social, environmental, and economic challenges. This research reveals that the core philosophical foundations of IKS- value-based education, holistic learning, ecological sensitivity, selfdiscipline, and ethical consciousness resonate deeply with the transformative vision of SDG 4: Quality Education. Through a qualitative approach of research using documentary analysis Indian knowledge traditions and contemporary policy frameworks, the study highlights how pedagogical features such as the guru–shishya system, experiential and inquiry-based learning, and multidisciplinary education nurture creativity, emotional resilience, and moral development. These elements represent essential components of sustainable education in the modern world. The study also identifies persistent gaps and challenges in mainstreaming IKS within today’s educational structures. Limited curricular integration, inadequate teacher preparation, lack of technological synergy, and institutional constraints continue to hinder widespread implementation. Nevertheless, the findings underscore that a thoughtful and systematic integration of IKS into modern education can serve as a powerful catalyst for building a humane, environmentally responsible, and ethically grounded society. The study concludes that bridging IKS with SDG-driven educational reforms not only enriches the learning experience but also strengthens the global pursuit of sustainable and holistic development.
Keywords: Indian Knowledge System (IKS), Sustainable Development Goals (SDGs), Holistic Education, Value-Based Learning, Experiential Pedagogy.
Page No: 9-17