The present study explores the impact of traditional educational philosophy and moral values embedded in Baul folk songs, particularly “Achin Pakhi” and the humanistic teachings of Lalon, within the framework of contemporary education under the National Education Policy 2020. Rooted in the indigenous spiritual and cultural heritage of Bengal, Baul philosophy emphasizes self-realization, equality, experiential learning, and ethical living. These principles resonate strongly with the holistic, value-based, and culturally grounded educational vision articulated in NEP 2020 (Government of India, 2020). The study adopts a mixed-method approach, combining thematic analysis of Baul songs with a quasi-experimental design involving 100 students and 20 teacher educators from rural and tribal areas of North 24 Parganas and Nadia districts, West Bengal. The findings reveal that Baul-based pedagogical intervention significantly enhances moral awareness, inclusiveness attitudes, empathy, and value orientation among learners. Expert evaluations further indicate strong alignment between Baul philosophy and the Indian Knowledge Systems perspective advocated in NEP 2020. The research underscores the importance of integrating indigenous folk traditions into teacher education and classroom pedagogy to promote holistic learner development. By bridging traditional wisdom and contemporary policy frameworks, the study demonstrates that Baul philosophy can serve as a transformative educational resource for fostering ethical consciousness and social harmony in modern educational contexts. The findings contribute to the growing discourse on culturally responsive pedagogy and value-based education in India (Bhattacharya, 2018; Nussbaum, 2010).
Chakraborty et al. (Sat,) studied this question.