Open AccessEditorial v17 n2
Indian Knowledge Systems represent a rich and diverse intellectual tradition encompassing philosophy, science, medicine, agriculture, architecture, linguistics, literature, performing arts, governance, environmental practices, and other dimensions of human life. Rooted in observation, experience, experimentation, reasoning, and an understanding of the interconnectedness between human beings and nature, these systems offer an interdisciplinary and holistic approach to knowledge and social wellbeing. This article examines the contemporary relevance of Indian Knowledge Systems and their proposed integration into the Indian education system through the National Education Policy 2020. It discusses how colonial and postcolonial educational structures contributed to the marginalization of indigenous knowledge, regional languages, traditional practices, and community based learning. NEP 2020 seeks to address this historical gap by incorporating Indian, tribal, indigenous, and traditional knowledge across school and higher education curricula. The policy emphasizes multilingualism, inquiry based learning, experiential education, critical thinking, vocational development, internships, entrepreneurship, and the integration of theory with practical experience. Digital technologies also provide opportunities for preserving, documenting, and disseminating endangered languages and traditional knowledge. However, effective implementation remains dependent on adequate infrastructure, trained teachers, appropriate pedagogical resources, favourable student teacher ratios, and sustained financial support. The article argues that meaningful integration of Indian Knowledge Systems can strengthen cultural identity while enriching contemporary scientific and educational inquiry. A balanced approach that combines traditional wisdom with modern knowledge can contribute to a more inclusive, interdisciplinary, experiential, and culturally responsive education system.