Author: Jaina Joshi & Dr. Sudhir Tandel
DOI Link: https://doi.org/10.70798/Bijmrd/04090012
Abstract: Indian Knowledge Systems (IKS) have become a focal point of discussions around modern educational restructuring in India, particularly in relation to curriculum, teaching methods, and a student’s overall growth. Yet, there are numerous types of scholarly works on integrating Indian Knowledge Systems such as conceptual, policy-oriented articles, reviews, and primary empirical studies, across different fields. This study presents a narrative analysis of how Indian Knowledge Systems are being understood and integrated into contemporary education. Besides this, the focus is also on curricular approaches, pedagogical practices, holistic development, teacher preparedness and institutional factors, and critical considerations. Literature of relevance was found on Google Scholar after six key search-term combinations were used which are based on Indian Knowledge Systems, education, pedagogy, curriculum, NEP 2020, and teacher education. The collected literature was analysed and then thematically synthesized into five thematic areas: curriculum and multidisciplinary integration; teaching methods and hands-on learning; holistic development, character and well-being; teacher/educator preparedness and institutional capacity; and critical, inclusive, and evidence-based integration. This synthesis indicates that IKS integration involves curriculum, teaching, educator preparation, institutional support, and critical engagement with diverse knowledge traditions. Yet, most sources are conceptual, review-based, and policy-based, with very few studies being based on empirical evidence and discussing implementation and learning outcomes. It is recommended that future research examine specific educational contexts in which IKS might be introduced and develop an evidence-based understanding of the integration process, inclusivity, and the ways in which it can support development of learners.
Keywords: Indian Knowledge Systems; contemporary education; curriculum integration; experiential learning; holistic development
Page No: 109-116