Conference Proceedings (Current Issue)

Author: Ankhi Ghosh & Subhankar Hazra

DOI Link: https://doi.org/10.70798/Bijmrd/04032001

Abstract: Mythology is one of the most interesting to read or listen to for readers. Myths provide judgments about what we ought or ought not to do, and they also represent a certain way of viewing society. The dynamic and structure of value in this society, as well as the development of moral education, can be epitomised by its literature today. EM: Why do you think mythology has been such an enthralling subject for readers and listeners throughout the years? Some of the renowned works by Kalidasa include Abhijana Shakuntalam, which reflects our present truthfulness and duty, the clash of will, nature and human existence. Vikramovashyam is what tells us about the altercation between things as complicated as love, desires and destiny. Malavikagnimitram, which remarks on how we treat people according to our love state or the circumstances. Raghuvansham, the poem also idealises the moral character of society through religion, morality, justice and renunciation and war ideals. The epic poem Kumarasambhavam emphasises the value system of Young India, religious sacrifice and the astonishing aspect of natural beauty. Meghdootam is a poetic treatise on love, parting and the depth of human emotions. Sanghar, in essence, dictates the various seasons of Mother Nature. it inculcates respect and love for nature, which also generates responsibility and empathy among the people. This paper examines Kalidas’ writings in the context of human values and moral education. Kalidasa’s writings have a profound impact on the values and moral development of a student, teaching them to love their society, be honest and fair towards different religions, and practice sacrifice.

Keywords: Indian Knowledge System, Moral Education, Value Education.

Page No: 1-8

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

Author: Arghamitra Bhunia & Suman Atta

DOI Link: https://doi.org/10.70798/Bijmrd/04032003

Abstract: The Indian Knowledge System (IKS) embodies India’s indigenous intellectual heritage across philosophy, sciences, arts, pedagogy, ecology, and socio-cultural practices. In recent years, efforts to integrate IKS into mainstream academia have gained significant momentum, especially under the educational reforms envisioned by the National Education Policy 2020. However, this integration faces multiple academic challenges that hinder its systematic implementation. This study aims to identify and analyse the academic challenges associated with implementing IKS, including epistemological gaps, lack of standardised curriculum frameworks, limited research infrastructure, scarcity of trained faculty, and inadequate institutional support. It also seeks to explore the academic pathways necessary for the effective mainstreaming of IKS in higher education. The research highlights potential strategies such as curriculum redesign, teacher capacity-building, interdisciplinary research promotion, digital archiving of indigenous knowledge, and policy-driven institutional collaborations. The findings suggest that overcoming these challenges requires a balanced combination of academic rigor, cultural sensitivity, and structural reform to ensure that IKS becomes an integral and credible component of contemporary education.

Keywords: Indian Knowledge System, Academic Challenges, Academic Pathway, Curriculum Integration, NEP 2020.

Page No: 18-24

Author: Arpita Mandal & Dr. Gokul Ch. Patra

DOI Link: https://doi.org/10.70798/Bijmrd/04032004

Abstract: Women’s empowerment has emerged as a central discourse in contemporary educational and developmental studies. However, its philosophical and cultural foundations in ancient Indian civilization remain comparatively underexplored in modern scholarship. This study examines the traditions of women’s empowerment in ancient India and analyzes their influence on contemporary women’s education. Using a qualitative historical-documentary research method, the study critically investigates Vedic literature, Upanishadic texts, Smritis, and classical Indian philosophical sources, along with modern policy documents and scholarly interpretations. The findings indicate that women in early Vedic society enjoyed considerable intellectual, spiritual, and educational agency, though these freedoms declined in subsequent historical periods. The study further argues that contemporary educational reforms, including gender-inclusive policies and the vision of equitable education, reflect foundational principles embedded in ancient Indian traditions. The paper concludes that a balanced integration of indigenous wisdom and modern educational frameworks can contribute to a more inclusive and transformative model of women’s education. The study also identifies ongoing challenges in integrating women’s empowerment into modern education, such as gender stereotypes, unequal learning opportunities, safety concerns, and limited access to leadership roles.

Keywords: Women’s Empowerment, Ancient India, Women’s Education, Indigenous Knowledge, Educational Transformation, Gender Equality.

Page No: 25-34

Author: Arpita Panda & Suman Atta

DOI Link: https://doi.org/10.70798/Bijmrd/04032005

Abstract: Gandhi’s vision of education, rooted in morality, self-reliance, and harmonious human development, has long served as a guiding framework for meaningful learning. Building on this philosophical foundation. The present study explores how Gandhian educational principles continue to influence and shape the current education system. The research has been conducted through the method of document review followed by qualitative research approach, by analysed books, policy papers, academic writings, and educational reports relevant to Gandhian thought. The findings reveal that Gandhi’s key ideas like- learning through productive work, dignity of labour, character formation, and the integrated development of body, mind, and spirit remain strongly reflected in contemporary educational practices. Modern priorities such as experiential learning, competency-based curricula, vocational education, environmental awareness, socioemotional learning, and inclusive education closely parallel the ideals of Nai Talim. The study also identifies how Gandhi’s emphasis on peace, ethical citizenship, community engagement, and social responsibility aligns with global educational goals aimed at sustainability and holistic development. In the context of rapid technological and social transformation, Gandhian philosophy continues to offer a stable and humanistic foundation for nurturing compassionate, responsible, and self-reliant learners. Therefore, the study concludes that Gandhi’s educational philosophy remains deeply relevant in strengthening the moral and transformative character of the modern education system.

Keywords: Gandhi, Nai Talim, Value Education, Experiential Learning, Holistic Development.

Page No: 35-42

Author: Bandita Sau & Shibsankar Jana

DOI Link: https://doi.org/10.70798/Bijmrd/04032006

Abstract: This study explores the integration of Indian Knowledge Systems (IKS) into contemporary education to create a more holistic, value-oriented, and culturally grounded learning framework. The introduction highlights the rich intellectual traditions of India ranging from mathematics, astronomy, and medicine to philosophy, arts, linguistics, and ecology and emphasizes their relevance in addressing modern educational challenges. The goals of education, as discussed in this research, extend beyond academic achievement to include ethical development, critical thinking, environmental consciousness, and emotional well-being. By aligning these goals with the principles of IKS, the study proposes an educational model that nurtures both individual potential and societal harmony. The methodology adopts a qualitative approach, examining existing literature, educational policies, and classroom practices while incorporating insights from educators and learner’s familiar with IKS-based programs. Through thematic analysis, the research identifies key components experiential learning, multidisciplinary integration, contemplative practices, and community-based knowledge—as effective strategies for modern pedagogy. The findings reveal that incorporating IKS enhances learner engagement, promotes deeper understanding, and fosters cultural pride, while also strengthening competencies such as creativity, resilience, and collaborative learning. Furthermore, the study underscores the importance of education as a transformative force capable of balancing scientific progress with human values. The educational significance of this research lies in its demonstration that IKS can enrich modern curricula, support holistic development, and contribute to a more inclusive and sustainable educational ecosystem. Ultimately, the study positions Indian Knowledge Systems as a vital pathway toward reimagining modern education for the 21st century.

Keywords: Inclusive Education, Sustainable Development, Indian Knowledge Systems (IKS), Holistic Education, Cultural Integration, Multidisciplinary Approach, Educational Innovation.

Page No: 43-51

Author: Bithika Maity & Shibsankar Jana

DOI Link: https://doi.org/10.70798/Bijmrd/04032007

Abstract: Indian epistemology, rooted in diverse philosophical traditions, offers a rich and multidimensional understanding of knowledge, its sources, and the methods through which it is acquired. This study explores the epistemic foundations of ancient India, focusing on the ways of knowing (pramāṇas) and learning systems that shaped intellectual, spiritual, and cultural development for centuries. Drawing from major philosophical schools—including Nyāya, Vaiśeṣika, Sāṃkhya, Yoga, Mimamsa, and Vedanta—the research examines core epistemic concepts such as perception (Partyka), inference (Anuman), verbal testimony (śabda), comparison (upamāna), postulation (arthāpatti), and non-cognition (anupalabdhi). The study further analyzes ancient educational practices reflected in Gurukula traditions, oral pedagogy, dialoguebased learning, meditative inquiry, and experiential knowledge. By integrating textual analysis with interpretations by contemporary scholars, the research highlights how ancient Indian learning emphasized holistic development, ethical conduct, self-realization, and the unity of knowledge and practice. Findings reveal that Indian epistemology presents a distinctive approach to understanding reality—one that balances rationality, intuition, and experiential wisdom. The study also discusses the contemporary relevance of these epistemic models in modern education, particularly in areas such as critical thinking, value-based learning, and integrative knowledge systems. It concludes that ancient Indian ways of knowing offer profound insights that can enrich present-day pedagogies and support the development of more balanced, culturally grounded frameworks for learning.

Keywords: IKS, Indian Epistemology, Pramāṇas, Ancient Knowledge Systems, Gurukul Tradition, Indian Philosophy.

Page No: 52-59

Author: Chandan Mandal

DOI Link: https://doi.org/10.70798/Bijmrd/04032008

Abstract: The National Education Policy (NEP) 2020 marks a significant policy shift in India’s education landscape, emphasizing the revival, integration, and promotion of Indian Knowledge Systems (IKS). This study explore the effectiveness of government policies—particularly the National Education Policy (NEP) 2020—in promoting, integrating, and institutionalizing Indian Knowledge Systems (IKS) within India’s contemporary education landscape. There are also other objective to examine the effectiveness of government initiatives introduced under NEP 2020 to strengthen IKS across school and higher education. It examines policy provisions, implementation strategies, institutional frameworks, and outcomes related to curriculum development, research promotion, teacher training, and digital dissemination of traditional knowledge. Using a qualitative analysis of government documents, academic literature, and emerging case studies, the paper assesses how these measures have contributed to increasing awareness, academic legitimacy, and interdisciplinary engagement with IKS. Findings indicate that NEP 2020 has significantly elevated the visibility and academic legitimacy of Indian Knowledge Systems while fostering new opportunities for innovation, entrepreneurship, and cultural awareness. However, sustained progress requires greater investment in capacity building, quality assurance, and collaborative research ecosystems. The study concludes with policy recommendations aimed at strengthening the integration of IKS within India’s education system to ensure its long-term relevance and contribution to national development.

Keywords: Government Policies, Indian Knowledge System, NEP 2020, School Education, Higher Education.

Page No: 60-68

Author: Gopa Kar & Dr. Niranjan Manna

DOI Link: https://doi.org/10.70798/Bijmrd/04032009

Abstract: The Sanskrit language, recognized as one of the oldest and most sophisticated classical languages in the world, has played a pivotal role in shaping the Indian Knowledge System (IKS). This study critically examines the contribution of Sanskrit in preserving, transmitting, and systematizing knowledge that emerged from the Indian subcontinent over millennia. Employing a qualitative research design based on documentary analysis, the study explores the historical evolution of Sanskrit as a language of knowledge and its central role in ancient Indian intellectual traditions. The findings indicate that Sanskrit functioned not merely as a linguistic medium but as a structured intellectual framework that facilitated developments in philosophy, mathematics, astronomy, medicine, aesthetics, and governance. While contemporary educational policies such as the National Education Policy (NEP) 2020 emphasize revitalizing Sanskrit, the study highlights the need for inclusive, interdisciplinary, and technology-integrated pedagogical approaches to ensure its meaningful integration into modern education. The research concludes that Sanskrit remains a valuable intellectual resource capable of enriching contemporary academic discourse when approached critically and inclusively.

Keywords: Sanskrit Language, Indian Knowledge System (IKS), Knowledge Transmission, NEP 2020, Holistic Education.

Page No: 69-72

Author: Khadija Khatun & Shibsankar Jana

DOI Link: https://doi.org/10.70798/Bijmrd/04032010

Abstract: This study explores the integration of the traditional academic curriculum with the Indian Knowledge System (IKS) to achieve holistic learning. The goal of the study is to determine how integrating indigenous knowledge, cultural values, and practical wisdom with textbook-based instruction enhances students’ overall growth. A review of secondary sources, including research papers, policy documents, and educational reports pertaining to curriculum and IKS, served as the foundation for the qualitative technique used. Indian Knowledge System (IKS) with the traditional academic curriculum. The goal of the study is to determine how integrating indigenous knowledge, cultural values, and practical wisdom with textbook-based instruction enhances students’ overall growth. A review of secondary sources, including research papers, policy documents, and educational reports pertaining to curriculum and IKS, served as the foundation for the qualitative technique used. The results show that integrated learning considerably improves pupils’ selfconfidence, cultural awareness, creativity, critical thinking, and emotional well-being. Learners become more motivation and the ability to apply their academic knowledge in practical settings. The conversation emphasizes that, despite the approach’s many advantages, effective adoption necessitates curriculum revision, teacher training, and institutional revision, teacher training, and institutional support to guarantee that IKS is taught in a meaningful way. According to the conclusion, integrating IKS with the regular curriculum results in a more well-rounded and human-centered educational experience. It fosters values, ethics, life skills, social responsibility, and mental wellbeing in addition to academic meaningful way. According to the conclusion, integrating IKS with the regular curriculum results in a more well-rounded and human-centered educational experience. It fosters values, ethics, life skills, social responsibility, and mental wellbeing in addition to academic performance. As a result, holistic education becomes a viable model for preparing students for both responsible citizenship and professional success.

Keywords: Traditional Knowledge, Indian Knowledge System, Holistic Education, Value-Based Learning, Skill Development.

Page No: 73-80

Author: Mou Sangram & Dr. Niranjan Manna

DOI Link: https://doi.org/10.70798/Bijmrd/04032011

Abstract: The National Education Policy (NEP) 2020 marks a significant shift in India’s educational framework by emphasizing the integration of the Indian Knowledge System (IKS) into formal education. Rooted in India’s rich intellectual traditions, IKS encompasses diverse fields such as philosophy, science, mathematics, medicine, arts, and ethics, offering a holistic approach to learning. This paper aims to study the opportunities and challenges associated with integrating IKS into the contemporary education system under NEP-2020. The study adopts a descriptive and analytical approach based on secondary sources, including policy documents, academic literature, and government reports. The findings reveal that integrating IKS can promote experiential learning, cultural awareness, ethical values, and interdisciplinary thinking, thereby contributing to holistic student development. However, the implementation faces several challenges, such as lack of trained educators, curriculum restructuring, assessment alignment, and the risk of symbolic or superficial inclusion of traditional knowledge. The paper argues that addressing these challenges requires teacher training, scholarly validation of knowledge systems, and a balanced integration with modern pedagogical practices. Effective implementation of IKS under NEP-2020 has the potential to enrich Indian education by blending traditional wisdom with contemporary knowledge, fostering innovation, inclusivity, and global relevance.

Keywords: IKS, NEP- 2020, Opportunities and Challenges.

Page No: 81-89

Author: Nurtaj Banu & Shibsankar Jana

DOI Link: https://doi.org/10.70798/Bijmrd/04032012

Abstract: This research explores Shri Aurobindo’s Integral Education as a comprehensive framework for effectively integrating the Indian Knowledge System (IKS) into modern educational practice. The introduction highlights the growing need for an educational model that moves beyond information-based learning toward holistic development. Shri Aurobindo’s philosophy, centerer on the integral evolution of the physical, vital, mental, psychic, and spiritual dimensions, aligns naturally with the core principles of IKS, which emphasize harmony, self-awareness, and experiential knowledge. The goals of education in the Integral framework include cultivating inner potential, fostering balanced personality growth, developing higher consciousness, and nurturing ethical and responsible individuals. These aims reflect the values embedded in traditional Indian knowledge, such as self-mastery, interconnectedness, and the pursuit of wisdom. The methodology of the study employs a qualitative, analytical approach, drawing from primary texts of Shri Aurobindo, educational literature on IKS, and contemporary pedagogical perspectives. Comparative and interpretative analysis is used to explore the compatibility and transformative potential of integrating both systems. The importance of education is underscored in its role in shaping holistic learners capable of critical thinking, emotional balance, and cultural rootedness. Findings indicate that Aurobindo’s multidimensional model provides a strong foundation for embedding IKS components—such as yoga, Indian philosophy, arts, environmental wisdom, and value-based learning—into mainstream education. The educational significance lies in its potential to create a culturally grounded, future-ready, and spiritually enriched pedagogy that nurtures well-rounded, conscious individuals suited for the challenges of the 21st century.

Keywords: Integral Education, Holistic Development, Indian knowledge system, Value Education, Indigenous Knowledge Integration.

Page No:90-95

Author: Pallabi Banerjee & Shibsankar Jana

DOI Link: https://doi.org/10.70798/Bijmrd/04032013

Abstract: The modern curriculum often places primary emphasis on intellectual development, resulting in limited focus on cultural grounding, value-based education, and experiential learning. In response to this gap, the National Education Policy (NEP) 2020 highlights the significance of integrating the Indian Knowledge System (IKS) into contemporary education. The aim of this research is to examine the extent to which IKS can influence the modern curriculum in promoting holistic learning and to explore effective strategies for its implementation, along with the challenges that may arise in the process. This study adopts a qualitative content analysis approach based on a systematic review of secondary data. Relevant research articles, academic journals, policy documents, concept notes, NEP-2020 provisions, and UGC guidelines were carefully analysed to understand the conceptual and practical dimensions of IKS integration. The findings indicate that the Indian Knowledge System holds strong potential to enrich multiple areas of the modern curriculum, including medicine, science, research methodologies, teaching practices, and curriculum design. Integrating IKS supports holistic learning by fostering ethical values, cultural awareness, creativity, emotional well-being, and real-life application of knowledge. However, its implementation faces several challenges such as lack of teacher training, insufficient organizational support, limited awareness, and the need for well-structured curricular frameworks. The significance of this study lies in its contribution to developing improved and culturally rooted curricula that support the overall development of students. By embedding IKS meaningfully within modern education, holistic learning becomes a viable pathway for shaping responsible, competent, and culturally grounded learners.

Keywords: Modern Curriculum, Indian knowledge system, holistic learning, NEP 2020. Curriculum Development, Educational Reform.

Page No:96-105

Author: Papia Maity & Milan Das

DOI Link: https://doi.org/10.70798/Bijmrd/04032014

Abstract: Kautilya’s Arthashastra is traditionally viewed as a foundational treatise on governance, economic administration, and statecraft. Yet, embedded within its prescriptions is a multidimensional understanding of sustainability that addresses contemporary concerns. This paper interprets the Arthashastra as a framework for sustainable lifestyles, specifically through the lenses of economic, social, and environmental sustainability. The study examines Kautilya’s emphasis on prudent fiscal management, ethical production systems, and resource conservation as early articulations of economic and ecological responsibility. It also analyses his attention to social welfare, education, community cohesion, and moral discipline as essential components of a stable and just society. Taken together, these principles reflect a holistic vision in which individual behaviour, societal structures, and natural resources are interdependent. By reassessing the text in this tri-dimensional perspective, the paper demonstrates the continuing relevance of Kautilya’s thought for shaping balanced, responsible, and sustainable ways of living in the modern world. This paper focuses on the relevance of the Arthashastra to economic, social, and environmental sustainability.

Keywords: Arthashastra, Economic Sustainability, Social Sustainability, Environmental Sustainability. Governance.

Page No:106-119

Author: Parama Maiti & Humayun Kabir Biswas

DOI Link: https://doi.org/10.70798/Bijmrd/04032015

Abstract: Pedagogical practices have evolved through a long historical journey, shaped by cultural transitions, philosophical shifts, and changing societal needs. This study explores the transformation of pedagogy from ancient educational traditions to the modern instructional system. The research has been carried out using the method of document review within the framework of a qualitative research approach, exploring classical texts, historical documents, contemporary educational reports, and scholarly analyses. The findings reveal that ancient pedagogy focused primarily on moral training, memorisation, teacher-student closeness, experiential learning, and value-based knowledge transmission, as seen in the Gurukul system, monastic traditions, and other civilisation-specific models. As education moved into the medieval and pre-modern phases, pedagogy became increasingly influenced by religious institutions, scriptural learning, and structured instructional methods. The modern period marks a significant shift with the rise of scientific thinking, child-centred education, technological innovation, and competency-driven learning. Ultimately, the research concludes that pedagogy has continuously transformed to remain responsive to societal changes, progressing from traditional teacher-led approaches to dynamic, learner-centred and technologyenhanced models that support holistic development.

Keywords: Pedagogy, Indian Knowledge System, Ancient Education, Modern Education, Holistic Learning.

Page No:120-129

Author: Paramita Bera & Shibsankar Jana

DOI Link: https://doi.org/10.70798/Bijmrd/04032016

Abstract: The National Education Policy (NEP) 2020 marks a significant paradigm shift in India’s educational landscape, placing strong emphasis on the revival, integration, and promotion of Indian Knowledge Systems (IKS) within mainstream education. This research explores how NEP 2020 seeks to restore the relevance of India’s rich intellectual traditions—including Ayurveda, Yoga, classical languages, philosophy, traditional arts, environmental wisdom, and indigenous scientific practices—through curricular redesign, institutional strengthening, and interdisciplinary learning. The study examines policy provisions that aim to embed cultural heritage, ethical values, and holistic learning models into school and higher education. It investigates initiatives such as the establishment of the Indian Knowledge Systems division under the Ministry of Education, the promotion of Sanskrit and regional languages, and the encouragement of experiential and competency-based learning infused with traditional knowledge. Using policy analysis supported by academic literature and stakeholder perspectives, the research evaluates the potential of NEP 2020 to create an inclusive and culturally rooted education system. Findings highlight that the policy provides a comprehensive framework for reviving IKS but also faces challenges related to implementation, teacher training, curriculum development, and balancing traditional knowledge with contemporary academic standards. The study concludes that NEP 2020 offers a transformative opportunity to reposition Indian Knowledge Systems as an integral part of national education, fostering identity, innovation, and global relevance when effectively executed.

Keywords: Indian Knowledge Systems; Curriculum Reform; Holistic Education; Traditional Knowledge; Experiential Learning; Indigenous Knowledge Revival.

Page No:130-136

Author: Pijush Adhikary

DOI Link: https://doi.org/10.70798/Bijmrd/04032017

Abstract: The Indian Knowledge System (IKS) encompasses centuries of accumulated wisdom, customs, traditions, and indigenous practices that have shaped the cultural and intellectual fabric of society. Rooted in ancient texts, folklore, and community-based knowledge, IKS has significantly influenced diverse fields such as philosophy, medicine, agriculture, and spirituality. These longstanding knowledge traditions have played a crucial role in forming social norms, guiding ethical values, and sustaining holistic ways of living across generations in India.

This paper provides the role, status, and epistemic representation of women within the Indian Knowledge System (IKS), drawing upon a comprehensive textual analysis of Śruti, Smṛti, and Purāṇic literature. The study highlights that in the Vedic period, women held significant intellectual, spiritual, and social authority as seers/ Risika, philosophers, educators, and contributors to sacred texts. Women such as Gārgī, Maitreyī, Lopāmudrā, and Apālā exemplify this tradition, illustrating that education, brahmacharya, and philosophical inquiry were accessible to women and socially esteemed. Vedic hymns authored by women and their participation in debates demonstrate the gender-inclusive nature of early Indian knowledge traditions.

The paper further traces the shift in women’s status during the Later Vedic and Smṛti periods, where sociopolitical changes, caste expansion, and patriarchal norms gradually restricted women’s educational, religious, and public roles. Smṛti texts, while acknowledging the ethical importance of women within family and society, also reflect emerging constraints on their autonomy. Nevertheless, texts such as Manusmṛti affirm that familial and societal prosperity depends upon the respect and well-being of women.

Purāṇic narratives and Shakti traditions further emphasize the centrality of the feminine in sustaining cosmic order. Goddesses like Sarasvatī, Lakṣmī, and Durgā embody wisdom, prosperity, and power, while characters such as Draupadī, Kuntī, Gāndhārī, and Ambā highlight women’s agency, moral authority, and resistance against injustice. These narratives reinforce the view that women serve as protectors of dharma and architects of social and spiritual transformation. By synthesizing classical texts, historical insights, and indigenous knowledge traditions, this paper concludes that women within the Indian Knowledge System (IKS) are not passive inheritors of culture but active producers of knowledge, mentors, and creative forces. Recognizing both their historical empowerment and the factors that later diminished their roles provides crucial perspectives for re-envisioning women’s place in modern education and society, in harmony with the objectives of NEP 2020 and the broader agenda of cultural revitalization.

Keywords: Indian Knowledge System, Women Intellectual Śruti, Smṛti, Purāṇa.

Page No:137-153

Author: Poulami Sau & Humayun Kabir Biswas

DOI Link: https://doi.org/10.70798/Bijmrd/04032018

Abstract: India’s civilizational knowledge has continuously shaped its intellectual, cultural, and socio-economic progress. This study investigates how the Indian Knowledge System (IKS) can be effectively integrated into the modern era to strengthen the national vision of Atmanirbhar Bharat (Self-Reliant India). Using a document review method within a descriptive and qualitative research approach, the study deeply analysed classical scriptures, scholarly literature, policy documents, and government initiatives to analyse the contemporary relevance of ancient wisdom. The findings reveal that diverse IKS disciplines such as Ayurveda, Yoga, Vedic Mathematics, traditional agriculture, indigenous sciences, architecture, metallurgy, astronomy, and ethical governance offer sustainable and innovative solutions for present-day challenges. When harmonised with modern scientific approaches, these systems contribute significantly to advancements in healthcare, environmental management, education, food security, entrepreneurship, and local industries. Successful models such as India’s global leadership in yoga, Ayurveda-based wellness sectors, organic farming initiatives, and the revival of artisanal crafts reflect the economic and developmental potential of blending ancient and modern knowledge. Furthermore, national programs like Make in India, Digital India, and the PLI Scheme resonate with principles derived from the Arthashastra, Swaraj, and community-centric development philosophies. Overall, the study concludes that integrating ancient wisdom with modern frameworks provides a holistic, culturally rooted, and sustainable pathway for achieving self-reliance and inclusive national development.

Keywords: Indian Knowledge System, Atmanirbhar Bharat, Traditional Knowledge, Innovation, Sustainable Development, National Self-Reliance.

Page No:154-160

Author: Prasanjoy Mana & Dr. Gokul Ch. Patra

DOI Link: https://doi.org/10.70798/Bijmrd/04032019

Abstract: This study critically examines the educational philosophy of Swami Vivekananda and evaluates its contemporary relevance within the transformative framework of India’s National Education Policy (NEP) 2020. While Vivekananda conceptualized education as the manifestation of inherent human perfection— emphasizing character formation, self-reliance, and spiritual humanism rooted in Advaita Vedanta—current educational reforms advocate for holistic, multidisciplinary, and value-oriented learning paradigms to counter the hyper-commercialization of 21st-century schooling. Adopting a qualitative research design, this study employs thematic document analysis on a purposive sample of 27 primary and secondary sources (published 1985–2022), including policy documents, philosophical texts, and institutional reports. Utilizing a rigorous thematic coding protocol, the study identifies profound philosophical convergences between Vivekananda’s “man-making” education and the foundational principles of NEP 2020, particularly regarding multidimensional development, vocational pragmatism, and the mainstreaming of Indian Knowledge Systems (IKS). However, the analysis uncovers persistent systemic frictions, notably entrenched examination-centric assessment practices, and severe deficits in teacher preparedness for value-integrated pedagogy. The study concludes that while Vivekananda’s philosophy provides a robust normative and cultural bedrock for contemporary reforms, translating this philosophical alignment into pedagogical reality requires systemic structural dismantling beyond mere policy articulation.

Keywords: Swami Vivekananda, Educational Philosophy, NEP 2020, Holistic Learning, Spiritual Humanism, Thematic Document Analysis, Educational Reform, Indian Knowledge Systems.

Page No:161-169

Author: Priya Jana & Subhankar Hazra

DOI Link: https://doi.org/10.70798/Bijmrd/04032020

Abstract: The number of stresses, anxiety, emotional imbalance and school burnout, among the students in educational institutions is growing worldwide. I notice that the traditional school system primarily focuses on test scores. The usual school system often fails to take care of students’ feelings, minds, and bodily health. This review paper examines how yoga and meditation function as whole‑body practices. The yoga and meditation help the students’ feelings. Yoga and meditation also support learning in educational institutions. I think yoga and meditation can improve the students’ emotional well‑being and boost their overall learning in academic institutions. Drawing upon ancient yogic philosophy, particularly Patanjali’s Yoga Sutras, and contemporary educational and psychological research, the study explores how yoga and meditation contribute to stress reduction, emotional regulation, mindfulness, social-emotional learning, and academic engagement. The findings indicate that regular practice of yoga and meditation leads to significant improvements in mental clarity, emotional balance, physical health, self-discipline, and learning motivation, while substantially reducing anxiety and perceived stress. The paper further argues that yoga is a costeffective, accessible, and culturally inclusive intervention that aligns with modern educational reforms such as India’s National Education Policy (NEP) 2020. The study concludes that integrating yoga and meditation into higher education curricula can foster holistic student development and support sustainable academic success.

Keywords: Student Well-Being; Holistic Development; Emotional Regulation; Reduce Anxiety; Higher Education; Yoga and Meditation.

Page No: 170-176

Author: Rakhi Khamrai & Dr. Gokul Ch. Patra

DOI Link: https://doi.org/10.70798/Bijmrd/04032021

Abstract: This study undertakes a comparative analysis of the Indian Knowledge System (IKS) and the Global Education System with reference to their philosophical foundations, pedagogical approaches, curricular orientation, and educational objectives. The Indian Knowledge System, rooted in classical texts such as the Vedas and the Upanishads, emphasizes holistic development, ethical living, and harmony between individual and society. In contrast, the Global Education System, shaped by industrialization and globalization, focuses on scientific rationality, technological advancement, and competency-based learning. Adopting a qualitative documentary research method, the study analyzes secondary sources including scholarly articles, policy documents, and classical literature. The findings reveal that while IKS prioritizes value-based and experiential learning, global education emphasizes standardization, assessment, and employability. The study concludes that an integrative framework combining the strengths of both systems may enhance educational sustainability and holistic development in the 21st century.

Keywords: Indian Knowledge System, Global Education, Holistic Development, Experiential Learning.

Page No: 177-186

Author: Sanchita Adhikary & Humayun Kabir Biswas

DOI Link: https://doi.org/10.70798/Bijmrd/04032022

Abstract: India’s ancient knowledge system is a unique, multidisciplinary and timeless reservoir of knowledge that encompasses diverse fields such as philosophy, science, mathematics, medicine, literature, arts, spirituality and social sciences. The purpose of this study is to analyse the origin, history and evolution of the ancient Indian knowledge system. To explore how the core philosophies, values and human welfare-oriented principles of the Indian knowledge system were formed. To highlight the relevance of IKS in modern society and education, especially in the context of NEP 2020. The study has conducted based on the method of documentary review and historical analysis following the qualitative approach of research. The study found that the ancient Indian knowledge system has played a significant role in human welfare through its multidisciplinary and holistic approach. Its philosophies, values and branches of knowledge – such as Ayurveda, Yoga, Mathematics, Science and Ethics – remain equally relevant even today. The conclusion of the study shows that the ancient Indian knowledge system is not merely a historical heritage but also a powerful guiding framework for modern society and education. IKS has the ability to connect the knowledge of the past with the needs of the present. Its revival in policies like NEP 2020 proves that it can play an important role in the future development of education and society.

Keywords: IKS, Ancient Knowledge, NEP 2020, Historical Heritage, Multidisciplinary Integrate.

Page No: 187-193

Author: Shreya Ghosh & Dr. Niranjan Manna

DOI Link: https://doi.org/10.70798/Bijmrd/04032023

Abstract: The Gurukul system was instrumental in shaping the ancient Indian knowledge framework by emphasizing a holistic, practical, and value-oriented education through a residential model of teacher and disciple. It nurtured self-discipline, ethical values, and critical thinking alongside academic pursuits, with students residing with their gurus to learn through firsthand experience and observation in a tranquil, nature-infused setting. This system sought the comprehensive development of a student’s character, integrating spiritual, moral, intellectual, and physical growth. The Gurukul educational model is an age-old Indian tradition where students engaged in learning with their guru in a natural environment, aiming to impart wisdom that is holistic in nature. The Gurukul system underscores the importance of learning through mentorship and teaching for practical life skills and spiritual advancement. This paper is to explore the historical and philosophical foundations of the Gurukul system within the broader context of the Indian Knowledge System, and to discuss the objectives of the study. The Gurukul system represents a traditional Indian educational model rooted in the philosophical tenet of holistic development and the revered guru-shishya relationship. Gurukuls that advocate for holistic education and sustainability draw inspiration from classical teachings while integrating contemporary teaching methodologies. Incorporating the principles of the Gurukul system regarding mentorship and community engagement into the current educational framework could enhance the existing system and foster a more balanced approach to intellectual and moral development.

Keywords: Gurukul, Indian Knowledge System and Holistic Approach.

Page No: 194-205

Author: Siuli Dey & Humayun Kabir Biswas

DOI Link: https://doi.org/10.70798/Bijmrd/04032024

Abstract: The Indian Knowledge System (IKS), grounded in holistic thinking and sustainable practices, embodies a comprehensive intellectual tradition that integrates philosophy, science, ethics, ecology, and socio-cultural wisdom. The relevance of IKS in the context of modern sustainable development is critically examined in this study, which also looks at how traditional Indian knowledge supports and complements international sustainability objectives. The study examines how IKS principles and the Sustainable Development Goals (SDGs) of the UN are related, emphasizing how indigenous methods provide significant answers to contemporary problems. In addition to policy studies and current scholarly ideas, the study pulls from ancient writings including the Vedas, Upanishads, Ayurveda, Yoga, and the Arthashastra, as well as other indigenous ecological practices, using documentary analysis and a qualitative research methodology. The analysis reveals that the core values of IKS harmony with nature, ethical governance, community well-being, and holistic living, strongly correspond to key dimensions of sustainable development, including environmental preservation, social equity, public health, and responsible economic practices. The findings show that IKS provides practical models for biodiversity conservation, climate resilience, participatory governance, preventive healthcare, and value-based education. Despite its relevance, the integration of IKS into mainstream sustainability discourse faces challenges, including limited institutional recognition, gaps in documentation, and misconceptions regarding traditional knowledge. The study suggests strengthening research on IKS, promoting interdisciplinary curriculum integration, and fostering collaboration between traditional knowledge keepers and modern institutions. It concludes that a balanced integration of IKS with contemporary scientific frameworks can significantly contribute to achieving holistic and sustainable global development, aligning with the SDG goals.

Keywords: Indian Knowledge System (IKS), Sustainable Development, Holistic Living, Indigenous Wisdom, Environmental Conservation.

Page No: 206-213

Author: Smriti Rani Singha & Niranjan Manna

DOI Link: https://doi.org/10.70798/Bijmrd/04032025

Abstract: School libraries occupy a strategic position in preserving, transmitting, and revitalizing India’s cultural and intellectual heritage. In a country marked by linguistic plurality, diverse traditions, classical arts, and extensive historical memory, school libraries can function as dynamic knowledge hubs that nurture cultural identity and promote heritage education. This study adopts a qualitative, descriptive research design based exclusively on secondary sources, including academic literature, policy documents, and government reports. The analysis highlights the transformative potential of school libraries in integrating Indigenous Knowledge Systems (IKS) into contemporary educational practices, particularly through digitization, interdisciplinary engagement, and community participation. The findings suggest that strengthening library infrastructure, enhancing digital access, promoting professional development of librarians, and encouraging collaborative cultural initiatives are essential for repositioning school libraries as active cultural institutions. With systematic institutional support, school libraries can significantly contribute to cultural continuity, national integration, and sustainable knowledge preservation in India.

Keywords: School library, Cultural Heritage Education, Indian Knowledge Systems (IKS), Digital Libraries, NEP 2020.

Page No: 214-217

Author: Sreya Bishal & Subhankar Hazra

DOI Link: https://doi.org/10.70798/Bijmrd/04032026

Abstract: Savitribai Phule, the first female teacher of India and one of the most prominent social reformers, made a revolutionary contribution to the redefinition of education in the 19th century. Her work directly opposed social inequalities and laid the groundwork for a more inclusive and equitable education system. This paper investigates the long-term influence of the educational ideology of Savitribai Phule on the contemporary education system, specifically exploring how her ideas continue to influence modern-day pedagogical practices and education policies. Employing a qualitative research methodology, the paper evaluates historical documents, the writings of Savitribai Phule, and contemporary education policies to investigate the relevance of her vision. The results show that her commitment to girls’ education, social justice, and the provision of learning opportunities for marginalised sections of society is remarkably consistent with contemporary education principles of inclusivity and equity. Her vision of education as a liberator, dignitygiver, and social transformer is extremely relevant to modern-day goals of education, which focus on gender equity, critical thinking, human rights, and community empowerment. The paper also discusses her pioneering work of opening schools for girls, widows, and the socially oppressed, which foretold many of the contemporary global education movements and policies.

In conclusion, the contributions made by Savitribai Phule are still of immense importance to the current education system. Her vision still acts as a catalyst for change in the creation of an inclusive, socially conscious, and transformative learning environment, thus ensuring that her legacy continues to be an important force in the progress of education in modern India.

Keywords: Savitribai Phule, Inclusive Education, Gender Equality, Social Reform, Educational Empowerment.

Page No: 218-224

Author: Stephen Subha Maity & Dr. Niranjan Manna

DOI Link: https://doi.org/10.70798/Bijmrd/04032027

Abstract: Holistic development has emerged as a central concern in contemporary education as societies increasingly require individuals who are intellectually competent, emotionally balanced, ethically grounded, socially responsible, and culturally rooted. However, modern education systems often remain fragmented, examination-oriented, and disconnected from indigenous knowledge traditions. In this context, Indian Knowledge Systems (IKS), grounded in India’s ancient philosophical, scientific, and cultural heritage, offer a comprehensive framework for reimagining holistic development in education. This study examines how IKS can contribute to integrated personality development and strengthen contemporary educational practices, particularly in alignment with the vision of the National Education Policy (NEP) 2020. The study adopts a qualitative research design based on document analysis and thematic review of peer-reviewed journal articles, edited volumes, policy documents, and conference papers related to IKS, holistic education, and educational reform. The analysis reveals that Indian educational traditions—such as the Gurukul system, ancient universities like Nalanda and Takshashila, and philosophical practices emphasizing reflection, ethical inquiry, and experiential learning—were inherently holistic and multidisciplinary. Contemporary research further demonstrates that IKS-informed practices, including yoga, mindfulness, value-based education, ecological consciousness, and culturally responsive pedagogy, remain highly relevant to modern educational needs. Despite challenges such as curriculum integration, teacher preparedness, and prevailing misconceptions about indigenous knowledge, the findings indicate that IKS can significantly enhance holistic development by fostering balanced growth, ethical reasoning, cultural identity, and interconnected learning. The study concludes that integrating Indian Knowledge Systems within modern pedagogy can contribute to an inclusive, meaningful, and future-oriented education system capable of nurturing well-rounded individuals and responsible global citizens.

Keywords: Holistic Development, Indian Knowledge Systems, NEP 2020, Multidisciplinary Education, Indigenous Knowledge.

Page No: 225-232

Author: Subhankar Sahoo & Humayun Kabir Biswas

DOI Link: https://doi.org/10.70798/Bijmrd/04032028

Abstract: Indian Knowledge System (IKS) represents a rich heritage of indigenous wisdom, pedagogical practices, and philosophical thought shaped over thousands of years in the Indian subcontinent. This study critically examines the concept and contemporary relevance of IKS within modern educational systems. It focuses on identifying the challenges and opportunities in integrating IKS into present-day curricula, and analysing the core principles and historical evolution of IKS-based pedagogy. The research adopts a qualitative approach of research using documentary analysis, drawing insights from classical texts, policy documents. The analysis highlights that IKS encourages holistic learning, experiential understanding, ethical development, and integrated personality growth. It supports the balanced development of physical, mental, emotional, and spiritual dimensions of the learner. Historically, IKS made remarkable contributions to mathematics, astronomy, medicine, arts, governance, and environmental knowledge. Its pedagogical foundations—such as the guru–shishya tradition, inquiry-based learning, and value-oriented education—demonstrate its continued relevance in contemporary educational contexts. The study finds that the integration of IKS faces notable challenges, including inadequate teacher training, limited standardized curricula, misconceptions about indigenous knowledge. Despite these constraints, significant opportunities emerge, such as fostering culturally responsive education, strengthening interdisciplinary learning, promoting value-based education, and revitalizing traditional scientific and artistic knowledge systems. The study recommends developing specialized teacher training, designing context-sensitive curricula, and building collaborations between traditional knowledge holders and modern institutions. Morally, integrating IKS into modern education is recognized as a meaningful step toward achieving holistic, inclusive, and sustainable learning.

Keywords: Indian Knowledge System (IKS), Holistic Education, Indigenous Pedagogy, Curriculum Integration, Contemporary Education.

Page No: 233-241

Author: Supriya Kolya & Milan Das

DOI Link: https://doi.org/10.70798/Bijmrd/04032029

Abstract: The Indian knowledge system, which sees Intellectual, physical, emotional and spiritual development as interrelated, promotes holistic development. This issue examines the theoretical and practical challenges of integrating the Indian Knowledge System (IKS) into higher education curricula. This issue highlights traditional knowledge, beliefs, cultural and fundamental practices, and social bonds. This issue examines how essential elements such as yoga, Ayurveda, Vedic mathematics, and Indian philosophy can be incorporated into the contemporary education system, from the corporate sector, to promote a holistic approach to learning. The Indian Knowledge System (IKS) offers a multifaceted pedagogical approach. The findings indicate that implementing IKS concepts can lead to more holistic and sustainable educational institutions. Indian knowledge systems emphasise physical wellness through yoga, Ayurveda, martial arts, and other practices that promote strength, balance, and a healthy lifestyle. They see the body as an essential tool for learning and emphasise discipline, a healthy lifestyle, and harmony with nature. Indian knowledge systems place special emphasis on self-realisation, meditation, and introspection as means of spiritual development. They emphasise an ethical lifestyle, peace, and the interdependence of the individual and the social consciousness.

Keywords: Education Reforms, Holistic Development, Indian Knowledge Systems, Sustainable Development.

Page No: 242-249

Author: Parna Santra , Milan Das , Ananya Bairi & Pritisa Mal

DOI Link: https://doi.org/10.70798/Bijmrd/04032030

Abstract: This research paper discusses how the Indian text, the Mahabharata, has influenced the Indian Knowledge System. The Mahabharata is an important epic poem in Indian literature. This religious text has profoundly influenced the Indian Knowledge System. It has impacted various aspects of Indian culture, philosophy, religion and social structure. The fundamental ideals and principles of Indian literature are still shaped by an ancient work from millennia ago. The epic serves as a vital source for writers, inspiring a range of genres and styles. This epic has had a special influence on the Indian Knowledge System. Consequently, particular focus has been directed towards the epic’s impact on the Indian educational framework and knowledge system. The influence of moral philosophy (ethics) and pedagogical approaches has been emphasised.

Keywords: Knowledge, Spiritual Education, Truth, Violence, Ethics, Value Education.

Page No: 250-256