Eduphoria - An International Multidisciplinary Magazine
Vol.04, Issue 03 (Jul-Sep 2026)
An International scholarly/ academic magazine, peer-reviewed/ refereed magazine, ISSN : 2960-0014
Relevance of Indian Knowledge System in Modern Higher Education
Mandeep Singh
Assistant Professor, PG Government College for Girls, Sector-11, Chandigarh, India
Monika
TGT Science (HKRN), Government Middle School Chandsouli (Ambala), Haryana, India
The Indian Knowledge System (IKS) represents one of the world’s oldest and most comprehensive intellectual traditions & customs. It encompasses diverse disciplines such as Chemistry, Physics, Philosophy, Mathematics, Astronomy, Medicine, Agriculture, Environmental science, Linguistics, Arts, Ethics, and Spirituality. In recent years, particularly after the implementation of the National Education Policy (NEP) 2020, IKS has gained renewed attention as an essential component of higher education in India. The policy recognizes the need to integrate indigenous knowledge with modern scientific and technological advancements to promote holistic, multidisciplinary, and value-based education for the students. This paper explores the relevance of IKS in contemporary higher education by discussing its historical significance, educational values, scientific contributions, implementation strategies, challenges, and future prospects. The study concludes that integrating IKS into higher education can strengthen innovation, cultural identity, ethical values, sustainability, and global competitiveness and inculcate interest in seeing the things according to sciences and IKS while preserving India’s rich intellectual heritage.
Keywords: Indian Knowledge System, Higher Education, NEP 2020, Holistic Education, Indigenous Knowledge, Multidisciplinary Learning
Mandeep Singh is pursuing a Ph.D. in Chemistry from the Academy of Scientific and Innovative Research (AcSIR), under the guidance of Dr. Manoj Kumar Nayak at CSIR–Central Scientific Instruments Organisation (CSIO), Chandigarh, India. He is currently serving as an Assistant Professor of Chemistry at Post Graduate Government College for Girls, Sector 11, Chandigarh. His academic interests include membrane science, nanomaterials, graphene-based materials, environmental remediation, and advanced functional materials. He has presented research papers at various national and international conferences and has contributed to several edited books and book chapters. He is actively engaged in research and teaching, with a focus on developing innovative solutions for environmental and materials science applications.
Monika is presently working as a TGT Science (HKRN) at Government Middle School, Chandsouli, Naraingarh, Haryana. She holds an M.Sc. in Physics and a B.Ed. from Kurukshetra University, Kurukshetra. She has also completed a Post Graduate Diploma in Computer Applications (PGDCA) from Government College, Chhachhrauli, Yamunanagar. She has contributed to several edited book chapters and has presented research papers at various seminars. Her academic interests include Physics education, interdisciplinary studies, and emerging trends in science and technology. She is actively engaged in teaching and scholarly activities aimed at promoting scientific knowledge and educational excellence.
The integration of the Indian Knowledge System (IKS) into modern higher education bridges ancient intellectual traditions with contemporary scientific, technological, and interdisciplinary advancements in line with the National Education Policy (NEP) 2020. By embedding indigenous knowledge—ranging from sustainable agricultural methods, natural resource management, and traditional healthcare to mathematical and astronomical principles—into university curricula, this framework equips students with holistic, value-based, and multidisciplinary problem-solving skills. Furthermore, it strengthens cultural identity, fosters ethical leadership, addresses critical modern challenges such as environmental sustainability and mental well-being, and enhances global competitiveness while preserving India’s rich intellectual heritage.
APA Style (7th Edition): Singh, M., & Monika. (2026). Relevance of Indian Knowledge System in Modern Higher Education. Eduphoria: An International Multidisciplinary Magazine, 4(3), 42–46. https://doi.org/10.59231/EDUPHORIA/230489
Chicago Style (17th Edition): Singh, Mandeep, and Monika. “Relevance of Indian Knowledge System in Modern Higher Education.” Eduphoria: An International Multidisciplinary Magazine 4, no. 3 (July–September 2026): 42–46. https://doi.org/10.59231/EDUPHORIA/230489.
MLA Style (9th Edition): Singh, Mandeep, and Monika. “Relevance of Indian Knowledge System in Modern Higher Education.” Eduphoria: An International Multidisciplinary Magazine, vol. 4, no. 3, Jul.–Sep. 2026, pp. 42–46, https://doi.org/10.59231/EDUPHORIA/230489.
Subject: Higher Education, Educational Policy, Indigenous Knowledge Systems, Multidisciplinary Pedagogy, Curriculum Studies.
Thematic Classification: Integration of Indian Knowledge System (IKS) in Higher Education, National Education Policy (NEP) 2020 Reforms, Holistic and Value-Based Education, Scientific Contributions of Indigenous Knowledge, Challenges and Strategies in IKS Implementation.
Introduction
India has been recognized as one of the oldest centers of learning, with renowned institutions such as Takshashila, Nalanda, Vikramashila and Vallabhi attracting scholars from across the world. Ancient Indian education emphasized holistic development by integrating intellectual, moral, physical and spiritual dimensions of learning and teaching.
The Indian Knowledge System (IKS) comprises knowledge accumulated over thousands of years through observation, experimentation, reasoning, and practical application. It includes contributions in mathematics, astronomy, metallurgy, medicine (Ayurveda), yoga, architecture, governance, environmental conservation, linguistics, and philosophy.
Globalization and modernization have transformed higher education, creating demand for innovation, sustainability, ethical leadership, and interdisciplinary learning. The National Education Policy (NEP) 2020 recognizes that integrating Indian Knowledge Systems into higher education can produce graduates who are scientifically competent, culturally rooted, ethically responsible, and globally competitive.
Indian Knowledge System and Higher Education
IKS is not merely the study of ancient scriptures but a systematic body of knowledge developed through empirical observations, logical reasoning, experimentation, and practical experiences. It includes both classical literature and community based indigenous practices.
Major domains include:
- Mathematics (Baudhayana, Aryabhatta, Brahmagupta, Bhaskara)
- Astronomy and cosmology
- Ayurveda and traditional healthcare
- Yoga and mental wellness
- Environmental conservation
- Agriculture and water management
- Metallurgy and material science
- Architecture (Vastu Shastra)
- Sanskrit linguistics and grammar
- Ethics, governance, and philosophy
Modern higher education increasingly values multidisciplinary learning, innovation, critical thinking, and sustainable development. These objectives align closely with the principles of IKS, making it highly relevant in the twenty first century.
Importance of IKS in Modern Higher Education
1 Holistic Development
Unlike conventional education that often emphasizes cognitive achievement alone, IKS promotes balanced development of intellectual, emotional, ethical, physical, and spiritual dimensions. Practices such as yoga and meditation improve concentration, emotional intelligence, and mental well-being among students.
2 Multidisciplinary Learning
IKS naturally integrates science, technology, arts, philosophy, medicine, and environmental studies. This multidisciplinary approach corresponds with the objectives of NEP 2020, which encourages flexible and interdisciplinary education.
3 Promotion of Ethical Values
Ancient Indian educational traditions emphasized honesty, compassion, discipline, social responsibility, and respect for nature. These values remain essential for producing responsible professionals and ethical leaders.
4 Scientific Contributions
Several scientific discoveries originated in ancient India, including:
- Decimal number system
- Concept of zero
- Algebra and trigonometry
- Advanced metallurgy
- Surgical techniques in Ayurveda
- Astronomical calculations
- Water conservation systems
Studying these contributions enhances students’ appreciation of India’s scientific heritage while encouraging further innovation.
5 Sustainable Development
Traditional Indian practices emphasize harmony between humans and nature. Indigenous methods of agriculture, biodiversity conservation, water harvesting, and resource management provide valuable insights for addressing present day environmental challenges and achieving sustainable development goals.
Role of NEP 2020
The National Education Policy 2020 recognizes Indian Knowledge Systems as an important component of educational reforms. The policy recommends: –
- Integration of IKS into undergraduate and postgraduate curricula.
- Promotion of Indian languages.
- Interdisciplinary and experiential learning.
- Research on indigenous knowledge.
- Faculty development programmes.
- Establishment of IKS Centres in higher educational institutions.
- Preservation and digitization of ancient manuscripts.
- Collaboration between traditional scholars and modern scientists.
Universities across India have begun introducing IKS courses, research centres, and credit-based programs aligned with these recommendations.
Challenges in Implementation
Despite its growing acceptance, several challenges remain:
- Limited availability of trained faculty.
- Lack of standardized curriculum.
- Inadequate interdisciplinary research.
- Misconception that IKS lacks scientific rigor.
- Language barriers due to Sanskrit and regional texts.
- Limited funding for translation and digitization.
- Need for evidence-based validation of traditional knowledge.
Addressing these challenges requires collaborative efforts among universities, research institutions, policymakers, and industry.
Future Prospects
The future of IKS in higher education appears promising. Emerging areas include:
- Artificial Intelligence and Sanskrit computational linguistics.
- Ayurveda based biomedical research.
- Traditional ecological knowledge for climate resilience.
- Indigenous agricultural technologies.
- Yoga based mental health interventions.
- Traditional architecture for sustainable infrastructure.
- Innovation through integration of traditional knowledge with modern science.
Interdisciplinary research can generate globally relevant solutions while preserving India’s intellectual heritage.
Conclusion
The Indian Knowledge System represents an invaluable intellectual and cultural resource that remains highly relevant in contemporary higher education. Rather than replacing modern science, IKS complements it by providing holistic, ethical, sustainable, and multidisciplinary perspectives. Its integration into higher education can promote innovation, critical thinking, cultural confidence, and responsible citizenship. Successful implementation requires evidence-based research, curriculum development, faculty training, and collaboration across disciplines. By combining ancient wisdom with modern scientific approaches, Indian universities can contribute significantly to sustainable development, global knowledge creation, and the realization of the vision of NEP 2020.
Statements & Declarations
Authors’ Contribution: Mandeep Singh and Monika contributed equally to this study. Mandeep Singh was responsible for the conceptualization, research design, analysis of implementation strategies, and theoretical synthesis regarding NEP 2020 and higher education reforms. Monika managed the literature review, evaluation of scientific contributions across traditional disciplines, assessment of implementation challenges, and drafting of the manuscript. Both authors reviewed and approved the final manuscript.
Peer Review: This article has undergone a double-blind peer-review process organized by the Editorial Board of EDUPHORIA – An International Multidisciplinary Magazine. The review validated the methodology regarding the qualitative synthesis of IKS domains and the alignment of educational policy recommendations with modern higher education standards.
Competing Interests: The authors declare no financial, personal, or institutional conflicts of interest that could influence the integrity of the research or the reported findings.
Funding: This study was conducted using personal and institutional resources from PG Government College for Girls, Sector-11, Chandigarh, and Government Middle School Chandsouli (Ambala), Haryana. No external grants or financial support from commercial or non-profit sectors were received.
Data Availability: Data sharing is not applicable to this article as no primary datasets were generated during the study. All secondary data, educational policies, and literature reviewed in this paper are available through public academic sources and cited references.
Ethical Approval: Ethics approval and informed consent were not required as this study is a qualitative review and analysis of secondary educational policies and published literature, involving no human participants or animal research.
License Statement: This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. Published by ICERT.
References
- Government of India. (2020). National Education Policy 2020. Ministry of Education.
- University Grants Commission (UGC). (2023). Guidelines for Training/Orientation of Faculty on Indian Knowledge Systems.
- Das, D., & Karan, K. (2025). Integration of Indian Knowledge System in Higher Education in the Light of NEP 2020 and Future Pathways. Towards Excellence, 17(4).
- Begum, R., & Sankar, C. S. (2025). Indian Knowledge System (IKS): Relevance and Strategies for Implementation in Higher Education.
- Bhandarkar, T. D. (2025). Integrating Indian Knowledge Systems into the Current Education Framework: Opportunities and Challenges.
- Sharma, M., Awasthi, S., & Soni, Y. (2024). Indian Knowledge System: Relevance and Practices under National Education Policy 2020.
- Chauhan, K., Kumari, M., & Jaiswal, V. (2026). Integration of Indian Knowledge System in Higher Education under NEP 2020: Challenges, Strategies and Benefits.