Prof. Deepa Sharma

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.

Sustainable development has emerged as a central concern in global policy, emphasizing the need to balance economic growth, environmental protection, social justice, and intergenerational equity. This article examines sustainability from the perspective of Indian cultural traditions and knowledge systems, highlighting the principles of Dharma, Karma, Satya, Seva, and Vasudhaiva Kutumbakam as ethical foundations for responsible and inclusive living. Traditional Indian practices reflected an awareness of the interconnectedness between human beings, society, and nature through nature worship, resource conservation, recycling, Ayurveda, Yoga, and environmentally responsive practices. However, rapid economic development, resource depletion, pollution, and changing lifestyles have increasingly weakened these traditional approaches to environmental responsibility. The article discusses contemporary governmental initiatives aimed at addressing environmental challenges and emphasizes that policy interventions alone cannot achieve sustainable development without corresponding changes in public attitudes and everyday practices. Education and awareness are identified as important mechanisms for reviving traditional values and integrating sustainability into contemporary life. Particular attention is given to the National Education Policy 2020, which promotes environmental awareness and sustainable development through curriculum, experiential learning, field activities, and value based education. The article argues that integrating traditional ecological wisdom with modern educational approaches can encourage responsible citizenship, environmental sensitivity, social inclusion, and sustainable lifestyles. Embedding these principles from early education through higher education can contribute to developing individuals capable of balancing development with environmental and social wellbeing.