Abstract

This comprehensive literature review examines the integration of the Indian Knowledge System (IKS), a millennia-old intellectual tradition spanning philosophy, mathematics, medicine, ethics, and ecology, into modern pedagogy, as mandated by India’s National Education Policy (NEP) 2020. It argues that colonial-era "epistemicide" systematically marginalised indigenous epistemologies, necessitating "cognitive decolonisation" through educational transformation. The study synthesises historical foundations, including Vedic-Upanishadic knowledge transmission and classical contributions (e.g., Panini’s linguistics, Sushruta’s surgery), alongside epistemological frameworks like Pramāṇa Shastra (theory of valid knowledge). Core IKS pedagogical principles—such as Guru-Shishya Parampara (relational mentorship), Panchakosha Vikas (holistic development), and dialogic learning (shravana-manana-nididhyasana), are analysed for their alignment with contemporary models like flipped classrooms and experiential learning. Contemporary integration initiatives (e.g., STEAM India, yogic sciences, digital IKS repositories) demonstrate synergies between traditional wisdom and technological innovation, including AI and immersive technologies. Despite policy support, challenges persist: textual accessibility gaps, inadequate teacher training, epistemological tensions, and concerns about social equity and sectarian bias. The paper advocates "critical traditionalism" to address historical exclusions while leveraging IKS to address global challenges such as sustainability education, ethical AI, and holistic well-being. It concludes that harmonising IKS with modern pedagogy offers transformative potential to heal Cartesian divides, fostering education that balances technological advancement, ethical grounding, and ecological consciousness for planetary futures.

Keywords: Indian Knowledge System (IKS); Modern Pedagogy; NEP 2020; Guru-Shishya Parampara; Panchakosha Vikas; Cognitive Decolonization; Holistic Education