Transforming Tradition: Blended Pedagogy for Indian Knowledge Systems

Abstract The integration of the Indian Knowledge System (IKS) into contemporary education has gained momentum with the implementation of the National Education Policy (NEP) 2020. To ensure effective transmission of this rich heritage, blended pedagogy—which combines traditional face-to-face methods with digital and online modes—emerges as a promising approach. The key components of blended pedagogy, such as synchronous–asynchronous learning, flipped classrooms, collaborative tools, and multimedia resources, provide an innovative framework for teaching IKS in ways that are both authentic and learner-centered. The benefits of blended pedagogy in this context include flexibility, personalization, wider accessibility, and the ability to connect ancient wisdom with modern educational practices, thereby fostering critical thinking, values, and holistic learning. However, several challenges in teaching IKS through blended approaches persist, including lack of digital readiness among educators, infrastructural gaps, contextual adaptation of traditional knowledge, and limited availability of culturally relevant digital content. Grounded in constructivist and connectivism theoretical frameworks, blended pedagogy enables students to engage actively with IKS through collaborative, reflective, and technology-enabled practices. Finally, the applications of blended pedagogy in IKS can be seen in digital archives of scriptures, virtual experiential learning platforms, interdisciplinary curriculum design, and community-based knowledge sharing. Thus, blending IKS with modern pedagogy not only revitalizes India’s cultural and intellectual traditions but also ensures their sustainability in the 21st-century learning ecosystem. Keywords: blended pedagogy, Indian Knowledge System, learner-centered.