REVITALIZING EDUCATION THROUGH INDIAN KNOWLEDGE SYSTEMS: IMPLICATIONS FOR TEACHER EDUCATION

REVITALIZING EDUCATION THROUGH INDIAN KNOWLEDGE SYSTEMS: IMPLICATIONS FOR TEACHER EDUCATION

Sasmita Behera

Assistant Professor (Teacher Education) in Educational Studies NKC CTE, Angul Odisha Abhay Prasad Giri Utkal University

Abstract

The integration of the Indian Knowledge System (IKS) into teacher education, as envisioned by the National Education Policy (NEP) 2020 guidelines, aims to transform India’s educational landscape. NEP 2020 emphasizes a holistic and multidisciplinary approach, promoting cultural heritage, inclusion of local contexts, and the use of the mother tongue in instruction. It also highlights the importance of research and teacher training.

This paper explores the revitalization of education through the integration of Indian Knowledge Systems (IKS) in teacher education. IKS, encompassing traditional wisdom from disciplines such as Ayurveda, Yoga, Vedanta, and classical sciences, provides a holistic and interconnected approach to knowledge. In alignment with the National Education Policy (NEP) 2020, this integration offers a balanced framework for addressing contemporary global challenges such as sustainability, mental well-being, and social equity.

The paper highlights the relevance of IKS in teacher education by promoting interdisciplinary learning, ethical living, critical thinking, and creativity, thereby fostering culturally diverse, inclusive, and sustainable educational practices. By incorporating IKS into modern curricula, educators can prepare students to navigate a rapidly changing and interconnected world while preserving India’s cultural heritage.

Keywords: Indian Knowledge Systems (IKS), Teacher Education, NEP 2020

DOI link – https://doi.org/10.69758/GIMRJ/2412IV02V12P0012

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