Author: Dr. Rajdeep Khan
DOI Link: https://doi.org/10.70798/Bijmrd/03020035
Abstract :The National Education Policy (NEP) 2020 emphasizes the integration of Indian Knowledge Systems (IKS) into the school curriculum as a way to reconnect learners with India’s rich cultural, philosophical, and scientific heritage. This study, based on a qualitative approach using secondary data, explores how IKS is being incorporated into school education and its potential role in shaping holistic learning. Secondary sources such as policy documents, government reports, and academic studies reveal that IKS includes traditional knowledge in areas such as mathematics, astronomy, medicine, arts, literature, and environmental practices. By embedding these elements into the curriculum, NEP 2020 seeks to promote values of sustainability, creativity, and cultural pride among students.The integration of IKS is significant because it bridges the gap between modern education and indigenous wisdom. For example, traditional mathematical concepts, Ayurveda, yoga, and ecological practices are being introduced alongside contemporary subjects to provide a balanced and inclusive learning experience. This approach not only enriches knowledge but also fosters critical thinking, ethical values, and respect for diversity. Secondary data shows that such integration can empower students to appreciate their heritage while preparing them for global challenges.However, challenges remain in implementation. Teacher preparedness, availability of resources, and the need for culturally sensitive pedagogy are critical factors. Without proper training and contextualization, IKS risks being presented superficially rather than meaningfully. The study highlights that successful integration requires collaboration between policymakers, educators, and communities to ensure authenticity and relevance.So, the integration of Indian Knowledge Systems under NEP 2020 represents a transformative step in education. It has the potential to empower students by connecting them with their roots, fostering holistic development, and preparing them to contribute meaningfully to society. Strengthening teacher training, curriculum design, and resource development will be key to realizing this vision.
Keywords: Indian Knowledge Systems (IKS), National Education Policy 2020, School Curriculum, Indigenous Knowledge, Holistic Learning, Cultural Heritage, Teacher Training.
Page No: 252-259