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Indian Knowledge System and Curriculum Transformation in Higher Education
Subject area: Arts, Social Sciences and Humanities · Area of research: Indian Knowledge System
DOI: 10.64388/IREV9I12-1719164
Abstract
The growing emphasis on curriculum transformation in Indian higher education has drawn renewed attention to the integration of Indian Knowledge Systems (IKS) within contemporary academic frameworks. Recent policy initiatives have highlighted the importance of incorporating indigenous epistemologies, value-based learning, and multidisciplinary approaches to promote holistic education. In this context, the National Education Policy 2020 proposes a paradigm shift from content-oriented instruction toward experiential, interdisciplinary, and culturally rooted learning processes. This paper explores the role of Indian Knowledge Systems in reshaping higher education curricula in India. Using qualitative document analysis, the study examines policy frameworks and academic discourse related to curriculum reform and knowledge integration. The findings indicate that the inclusion of IKS has the potential to enhance contextual relevance, sustainability consciousness, and ethical engagement among learners. However, challenges related to institutional preparedness, faculty training, and epistemological acceptance continue to influence implementation. The paper concludes that meaningful curriculum transformation requires systematic alignment between policy intent and academic practice in order to ensure effective integration of indigenous knowledge traditions into higher education.
Keywords
Indian Knowledge System, Curriculum Transformation, Higher Education, Indigenous Knowledge, Multidisciplinary Education
References
[1] Ministry of Education (2020). National Education Policy 2020. Government of India.
[2] University grants commssion. (2021). Guidelines for incorporating Indian Knowledge System in higher education curricula. UGC.
[3] All India Council for teacher education. (2021). Indian Knowledge System (IKS) initiative: Curriculum framework. AICTE.
[4] Kapil kapoor. (2019). Education, indigenous knowledge systems and cultural rootedness in India. Journal of Indian Education, 45(2), 5–16.
[5] R. Balasubramaniam. (2021). Integrating Indian Knowledge Systems in higher education: Challenges and opportunities. Higher Education for the Future, 8(2), 189–203.
[6] Indian Council of Philosophical Research. (2020). Indian knowledge traditions: Perspectives on education and sustainability. ICPR.
[7] Anil K. Gupta. (2016). Grassroots innovations and indigenous knowledge: Implications for education. International Journal of Educational Development, 49, 180–187.
[8] NITI Aayog. (2018). Strategy for new India @75: Education sector reforms. Government of India.
[9] UNESCO. (2017). Education for sustainable development goals: Learning objectives. UNESCO Publishing.
[10] D. P. Chattopadhyaya. (2012). History of science and technology in ancient India. Munshiram Manoharlal Publishers.
How to cite this paper
@article{1719164,
author = {Aishwarya , Dr. Shashi Kant Sharma},
title = {Indian Knowledge System and Curriculum Transformation in Higher Education},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {12},
pages = {2701-2704},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1719164.pdf},
abstract = {The growing emphasis on curriculum transformation in Indian higher education has drawn renewed attention to the integration of Indian Knowledge Systems (IKS) within contemporary academic frameworks. Recent policy initiatives have highlighted the importance of incorporating indigenous epistemologies, value-based learning, and multidisciplinary approaches to promote holistic education. In this context, the National Education Policy 2020 proposes a paradigm shift from content-oriented instruction toward experiential, interdisciplinary, and culturally rooted learning processes. This paper explores the role of Indian Knowledge Systems in reshaping higher education curricula in India. Using qualitative document analysis, the study examines policy frameworks and academic discourse related to curriculum reform and knowledge integration. The findings indicate that the inclusion of IKS has the potential to enhance contextual relevance, sustainability consciousness, and ethical engagement among learners. However, challenges related to institutional preparedness, faculty training, and epistemological acceptance continue to influence implementation. The paper concludes that meaningful curriculum transformation requires systematic alignment between policy intent and academic practice in order to ensure effective integration of indigenous knowledge traditions into higher education.},
keywords = {Indian Knowledge System, Curriculum Transformation, Higher Education, Indigenous Knowledge, Multidisciplinary Education},
month = {June},
doi = {https://doi.org/10.64388/IREV9I12-1719164}
}