INTEGRATING INDIAN KNOWLEDGE SYSTEMS IN CURRICULUM REFORM: BRIDGING POLICY AND PRACTICE IN SCHOOL AND TEACHER EDUCATION

This paper examines the conceptual ideas on Indian Knowledge Systems with reference to NEP 2020. It discusses, how these ideas are translated into curricular and pedagogical practices in NCFSE 2023, particularly at school stage. The analysis adopts a qualitative with description-based design employing document analysis, and meta-synthesis of secondary sources, including policies, curricular frameworks, textbooks, teacher education syllabi, and relevant scholarly literatures. The findings indicate that IKS integration is reflected through cross-cutting themes such as rootedness in India, values and dispositions, environmental consciousness, arts and cultural education, preservation of languages, experiential and competency-based learning, and holistic developmental models such as Panchakosha and Panchapadi pedagogical approach. Pedagogical approaches including art-integrated learning, culturally-responsive pedagogy, storytelling, yoga-based well-being practices, and community engagement to operationalise IKS concepts in classroom settings in teacher education as well as school education. The paper concludes that integrating IKS represents a paradigm shift towards harmonizing traditional wisdom with contemporary educational goals, fostering ethical awareness, sustainability, cultural identity, and holistic human development.