NEP 2020 Vision: Embedding Indian Knowledge System in Contemporary Teacher Training and Curriculum Development
Arun T. Ram1*, Sibu G. Netto2 and Syama M. Mohanan2
1PG & Research Department of Botany, St. Peter’s College, Kottayam, Kerala, India
2 School of Pedagogical Sciences, Mahatma Gandhi University, Kottayam, Kerala, India
ABSTRACT
The National Education Policy (NEP) 2020 marks a significant paradigm shift in the educational landscape of India by proposing a comprehensive integration of the Indian Knowledge System (IKS) into contemporary teacher training and curriculum development. This transformative approach seeks to bridge the historical divide between traditional indigenous knowledge and modern educational methodologies, creating a holistic and culturally rooted learning ecosystem. The policy recognizes the profound intellectual heritage of India and aims to restore and validate indigenous epistemological approaches that have been historically marginalized in educational frameworks. By embedding IKS into teacher training programmes and curriculum design, NEP 2020 envisions a more contextually relevant, interdisciplinary, and culturally responsive educational model that goes beyond conventional academic boundaries. This strategic integration not only preserves and promotes traditional wisdom but also empowers educators and students to develop a more nuanced, interconnected understanding of knowledge. The approach challenges Eurocentric educational paradigms, fostering intellectual confidence, cultural pride, and a dynamic learning environment that reflects the rich and diverse knowledge traditionsof the country. Through this innovative framework, the policy seeks to transform educational practices, promote interdisciplinary thinking, and position the Indian educational system as a global leader in holistic and culturally grounded learning methodologies.
KEYWORDS: National Education Policy (NEP) 2020, Indian Knowledge System (IKS), Teacher Training,
Curriculum Development, Pedagogical Integration
DOI link – https://doi.org/10.69758/GIMRJ/2412IV02V12P0014
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