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