Implementing NEP 2020 Recommendations: Promoting the Indian Knowledge System
DOI:
https://doi.org/10.55544/ijrah.5.3.15Keywords:
Traditional Knowledge, Indian Knowledge System, Multidisciplinary cooperation, National Education Policy 2020Abstract
This study examines the National Education Policy (NEP) 2020's vision for integrating the Indian Knowledge System (IKS) into the mainstream education framework of India. The NEP 2020 emphasizes the need to revive and promote India's indigenous knowledge traditions, including disciplines such as Ayurveda, Yoga, mathematics, astronomy, and ethics, which have been historically marginalized due to colonial educational structures. By integrating IKS into curricula, teacher training, and research, NEP 2020 aims to create a holistic education system that combines traditional wisdom with modern scientific disciplines. The paper explores the historical significance of IKS, its current relevance, and the challenges involved in its integration, such as epistemological resistance, lack of standardized resources, and teacher preparedness. Additionally, it outlines strategies for successful implementation, including curriculum reforms, institutional support, and community involvement. Despite the challenges, the integration of IKS offers transformative opportunities, including fostering cultural pride, promoting sustainability, and enhancing global competitiveness. The paper concludes by emphasizing the need for a collaborative approach to realize the full potential of IKS in shaping an inclusive, interdisciplinary, and future-ready education system.
Downloads
References
AICTE IKS Division. (2022). Indian Knowledge Systems Initiatives. Retrieved from https://iksindia.org.
Balasubramanian, R. (2021). Revitalizing Indian Knowledge Systems: Challenges and Opportunities in Higher Education. Oxford University Press.
Balasubramanian, R. (2021). Integrating Indian Knowledge Systems into Higher Education: A Policy Perspective. Journal of Indian Education Studies, 12(3), 45-58.
Government of India. (2020). National Education Policy 2020. Ministry of Education. https://www.education.gov.in/nep2020.
IGNCA. (2021). Indira Gandhi National Centre for the Arts – Projects on Traditional Knowledge Systems. Retrieved from http://www.ignca.gov.in
Joseph, G. G. (2000). The Crest of the Peacock: Non-European Roots of Mathematics. Princeton University Press.
Kapur, D. (2010). Diaspora, Development, and Democracy: The Domestic Impact of International Migration from India. Princeton University Press.
Krishnan, P. (2023). AI and Sanskrit: A Computational Approach to Ancient Indian Texts. Springer.
Krishnan, P. (2023). Challenges in Implementing Indian Knowledge Systems in Modern Academia. International Journal of Educational Reform, 18(2), 79-95.
Mehta, S. (2022). Role of Indigenous Knowledge in Sustainable Development: A Case for NEP 2020. Indian Journal of Sustainability Studies, 7(1), 34-50.
Ministry of Education. (2020). National Education Policy 2020. Government of India. Retrieved from https://www.education.gov.in/.
Mishra, A. (2014). Traditional Water Management Systems of India. International Journal of Environmental Studies, 71(6), 796–809.
Mukherjee, A. (2021). Ancient Indian Scientific Knowledge and Its Relevance in the 21st Century. Research in Traditional Knowledge, 5(2), 112-130.
Mukherjee, A. (2021). Traditional Knowledge and Sustainable Development: An Indian Perspective. Routledge.
Nanda, M. (2003). Prophets Facing Backward: Postmodern Critiques of Science and Hindu Nationalism in India. Rutgers University Press.
NCERT. (2021). Position Paper on Curriculum Reforms Post NEP 2020. NCERT, New Delhi.
Radhakrishnan, S. (1998). The Bhagavadgita. HarperCollins India.
Raghuvanshi, V. (2021). "Revival of IKS under NEP 2020: Challenges and Prospects." Journal of Indian Education, NCERT.
Ranganathan, S. (2021). Reviving Ancient Indian Knowledge: A New Paradigm in Education. Journal of Indic Studies, 10(2), 45-59.
Ranganathan, S. (2021). Water Conservation in Ancient India: Relevance for Modern Times. International Journal of Environmental Studies, 78(2), 189-204.
Rao, N. (2006). Education for All in India: Historical Perspectives, Policies and Implementation. International Education Journal, 7(1), 90–98.
Sen, A. (2005). The Argumentative Indian: Writings on Indian History, Culture and Identity. Farrar, Straus and Giroux.
Sharma, R. & Mishra, P. (2022). Integrating Indian Knowledge System in Higher Education: Challenges and Opportunities. International Journal of Education and Research, 8(4), 23-38.
Sharma, R., & Mishra, P. (2022). Pedagogical Innovations in Indian Knowledge Systems: Bridging Tradition and Modernity. SAGE Publications.
Singh, V. (2020). Colonial Education Policies and the Marginalization of Indigenous Knowledge. Historical Perspectives on Indian Education, 6(3), 89-104.
Singh,V.(2020). Philosophy and Science in Ancient India: An Interdisciplinary Study. Harvard University Press.
Sinha, V. (2023). Digital Transformation of Indian Knowledge Systems: Policies and Practices. Indian Journal of Education and Technology, 35(1), 45–67.
Sinha, V. (2023). Role of Technology in Preserving Indigenous Knowledge: Insights from NEP 2020. Indian Journal of Digital Learning, 15(1), 56-72.
Subbarayappa, B. V. (2001). Science in India: A Historical Perspective. National Book Trust, India.
Subbarayappa, B.V. (2001). Science in India: A Historical Perspective.
Sundar, N. (2000). Is Deconstruction the Last Word? The Limits of Critical Thinking in Indian Anthropology. Contributions to Indian Sociology, 34(1), 1–30.
Wujastyk, D. (2003). The Roots of Ayurveda: Selections from Sanskrit Medical Writings. Penguin Classics.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rohit Mamgain
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
10.55544/ijrah
editor@ijrah.com | 
+91-8874396939
This work is licensed under a 