Bridging the Past With the Future: The Role of Indian Knowledge Systems in Indian Education

Education in contemporary India faces the challenge of reconciling global knowledge demands with the country’s rich and diverse intellectual heritage. This article examines the role of Indian Knowledge Systems (IKS) in Indian education, arguing that their critical and thoughtful integration can bridge India’s civilizational past with its future educational aspirations. Moving beyond revivalist or nostalgic interpretations, the paper conceptualizes IKS as a plural, evolving, and interdisciplinary body of knowledge encompassing philosophy, science, ethics, ecology, and governance. It situates this discussion within the context of recent policy developments, particularly the National Education Policy (NEP) 2020, which marks a significant shift toward recognizing indigenous knowledge traditions within mainstream curricula. The article analyses traditional educational practices embedded in IKS, highlighting pedagogical principles such as experiential learning, dialogic instruction, ethical orientation, and community engagement, while also acknowledging historical limitations related to access, gender, and caste. Drawing on comparative global experiences of indigenous knowledge integration in Japan, Finland, and New Zealand, the paper situates India within a broader international context of culturally grounded education. The core argument advances the relevance of IKS for civic and ethical education, sustainability, scientific temper, and holistic skill development in the 21st century. At the same time, the study critically engages with challenges related to politicization, cultural homogenization, pedagogical capacity, and inclusivity. It highlights that IKS can meaningfully enrich Indian education only through rigorous scholarship, critical pedagogy, and plural, democratic engagement, positioning tradition not as a return to the past but as a resource for reflective and future-ready citizenship.