From Tradition to Modernity Pedagogical Strategies for Integrating Indian Knowledge Systems in Higher Education
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n05.004Keywords:
Indian Knowledge Systems, Higher Education, Pedagogical Integration, Interdisciplinary Learning, National Education Policy 2020Abstract
This paper deals with the pedagogical infusion of Indian Knowledge Systems (IKS) in higher education in the context of the National Education Policy 2020 with special reference to the bridging of the interface between tradition and modernity in the time of globalisation. Drawing on a theoretical and conceptual orientation, the paper synthesizes interdisciplinary literature to develop a comprehensive pedagogical framework that includes curriculum design, interdisciplinary teaching, experiential learning and research integration. The study emphasizes the importance of integrating local knowledge, skill-based learning and discipline-specific applications to promote contextual relevance and academic rigor. The results suggest that a hybrid pedagogical model that integrates indigenous epistemologies and current educational practices can promote holistic, inclusive and globally competitive higher education. This study contributes to the ongoing discourse of decolonising knowledge systems.
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