Indian Knowledge Systems and Educational Reform: a Theoretical Analysis of the National Education Policy 2020

The National Education Policy (NEP) 2020 represents a transformative shift in India’s educational philosophy by emphasizing the integration of Indian Knowledge Systems (IKS) into contemporary education. Indian Knowledge Systems encompass a wide spectrum of indigenous intellectual traditions, including philosophy, science, mathematics, medicine, ecology, arts, and ethical thought developed within the Indian civilizational context. This paper presents a theoretical analysis of the role of IKS in educational reform as envisioned by NEP 2020. Drawing upon curriculum theory, epistemic justice, and decolonial pedagogical perspectives, the study examines how the policy seeks to reposition indigenous knowledge traditions within formal education to foster holistic, inclusive, and culturally grounded learning. The analysis highlights NEP 2020’s advocacy for interdisciplinary curricula, value-based education, multilingualism, and experiential learning as key mechanisms for integrating IKS across school and higher education. Furthermore, the paper discusses the potential of IKS to promote critical thinking, ethical consciousness, sustainability, and learner engagement by connecting education with local contexts and lived experiences. At the same time, it critically reflects on challenges related to curricular design, teacher preparedness, academic rigor, and the risk of superficial or symbolic inclusion of traditional knowledge. The study argues that the meaningful integration of IKS requires a balanced approach that respects traditional epistemologies while engaging with contemporary scientific and global knowledge frameworks. By situating NEP 2020 within broader debates on decolonizing education and epistemic pluralism, this paper contributes to theoretical discussions on culturally responsive educational reform in India.