Author: Madhu Kumari
DOI Link: https://doi.org/10.70798/Bijmrd/04010047
Abstract: The National Education Policy (NEP) 2020 emphasizes the integration of Indian Knowledge Systems (IKS) into school education as a way to reconnect learners with India’s cultural and intellectual heritage. While this vision is transformative, its success depends largely on teacher preparedness. This study, employing a qualitative approach and secondary data, examines teachers’ readiness to implement IKS in Indian classrooms and the challenges and opportunities associated with this process. Secondary sources, such as policy documents, government reports, and academic studies, indicate that teachers play a central role in translating policy into practice. Preparedness involves not only awareness of IKS but also the ability to integrate it meaningfully into subjects like mathematics, science, literature, health, and environmental studies. Teacher training programs, orientation workshops, and curriculum redesign are being introduced to support this transition. However, findings suggest that many teachers lack adequate exposure to indigenous knowledge traditions and struggle with limited resources, insufficient training, and the absence of culturally sensitive pedagogy.The study highlights that effective implementation requires teachers to move beyond superficial references to IKS and instead embed it deeply into classroom practices. This demands authentic resource development, collaboration with local knowledge holders, and continuous professional development. At the same time, opportunities exist: IKS can make learning more holistic, foster cultural pride, and connect education with real-life contexts. Well-prepared teachers can empower students to appreciate their heritage while developing modern competencies.Teacher preparedness is key to the successful integration of IKS under NEP 2020. Strengthening training, resources, and community involvement will ensure that IKS is not treated as symbolic content but as a meaningful part of education. This study underscores the importance of equipping teachers to act as facilitators of both modern knowledge and indigenous wisdom, thereby making education truly transformative.
Keywords: Teacher Preparedness, Indian Knowledge Systems (IKS), National Education Policy 2020, School Curriculum, Indigenous Knowledge, Professional Development, Resource Development.
Page No: 372-379