Integrating Indigenous Wisdom with Modern Pedagogy: Indian Knowledge Systems and Nep 2020

Abstract

This paper offers a theoretical inquiry into the integration of Indian Knowledge System (IKS) with modern pedagogy under the framework of India’s National Education Policy (NEP) 2020. IKS represents centuries of indigenous wisdom in fields such as philosophy, mathematics, astronomy, medicine, ecology, and literature. Despite its richness, it has often been marginalized in modern curricula due to colonial legacies and the global dominance of Western epistemologies. NEP 2020 proposes a paradigm shift by calling for the revitalization of IKS and its incorporation into formal education. This article critically examines the theoretical foundations of such integration, drawing upon decoloniality, constructivist pedagogy, and holistic learning frameworks. Through a conceptual analysis of policy texts and scholarly literature, it discusses how IKS can be meaningfully embedded in curricula, teaching practices, and research without succumbing to tokenism or essentialism. The analysis identifies both opportunities and challenges: opportunities for fostering cultural identity, sustainability, and holistic learning but challenges in terms of teacher preparation, epistemic validation, curriculum design, and assessment. The paper concludes that integrating IKS is not merely an educational reform but an epistemic rebalancing, requiring humility, collaboration, and innovation. Recommendations for policy and practice are offered, along with directions for future research.