The integration of the Indigenous Knowledge System (IKS) into modern teacher education has emerged as a significant academic and policy concern in contemporary India. The National Education Policy (NEP) 2020 strongly advocates the inclusion of Indian Knowledge Systems in educational curricula to promote culturally rooted, holistic, and value-based learning. Indigenous knowledge represents centuries of accumulated wisdom embedded in Indian philosophical traditions, social practices, environmental ethics, spirituality, and pedagogical methods. Modern teacher education, however, has largely been influenced by Western epistemological frameworks that often neglect local knowledge traditions and contextual realities. The present study critically examines the impact of Indigenous Knowledge Systems on contemporary teacher education programmes. The present study also explores strategies for incorporating IKS into teacher preparation programmes in a meaningful and pedagogically relevant manner. Adopting a qualitative and analytical research design, the study relies on secondary sources including policy documents, scholarly articles, books, and classical Indian texts. The analysis reveals that IKS contributes significantly to the development of teachers’ cultural competence, ethical values, reflective thinking, creativity, and community-oriented pedagogy. Furthermore, the incorporation of indigenous knowledge fosters inclusive education, sustainable practices, and contextual learning experiences. However, challenges such as curriculum rigidity, lack of trained faculty, insufficient research, and dominance of Eurocentric educational paradigms continue to hinder effective implementation. The study concludes that integrating Indigenous Knowledge Systems into teacher education can strengthen educational quality, preserve cultural heritage, and create socially responsible educators equipped to address contemporary educational challenges.
Sristidhar Bera (Fri,) studied this question.