Integrating Indian Knowledge Systems in Curriculum under NEP 2020: Opportunities, Challenges and Pedagogical Implications
DOI:
https://doi.org/10.31305/rrjss.2026.v06.n01.024Keywords:
Indian Knowledge Systems (IKS), National Education Policy 2020, Curriculum Integration, Indigenous Knowledge, Curriculum Decolonisation, Pedagogical ImplicationsAbstract
The National Education Policy (NEP) 2020 promotes the integration of Indian Knowledge Systems (IKS) into education to preserve India's rich intellectual knowledge base and impart the same to future generations. This article aims to present opportunities, challenges and pedagogical implications of integrating IKS in the curriculum. Indian Knowledge Systems refer to various traditions of thought, math, astronomy, medicine, agriculture, environmental protection, arts, literature, architecture and governance. They can be integrated to reinforce cultural identity, foster interdisciplinary or value based learning, incorporate local or indigenous knowledge traditions as well as aid in curriculum decolonization. But challenges like insufficient scientific support, lack of teacher preparedness, curriculum overload, lack of authentic learning materials, lack of attention to diverse indigenous voices, etc. exist with regard to the effective implementation. The paper makes an appeal for pedagogies based on inquiry, experience, project, interdisciplinary connection and community engagement instead of symbolic representation of traditional knowledge. It holds the view that through academically rigorous, inclusive, evidence-based and pedagogically sensitive integration of IKS, an education system can be culturally grounded, globally relevant and responsive to contemporary challenges.
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