The growing emphasis on curriculum transformation in Indian higher education has drawn renewed attention to the integration of Indian Knowledge Systems (IKS) within contemporary academic frameworks. Recent policy initiatives have highlighted the importance of incorporating indigenous epistemologies, value-based learning, and multidisciplinary approaches to promote holistic education. In this context, the National Education Policy 2020 proposes a paradigm shift from content-oriented instruction toward experiential, interdisciplinary, and culturally rooted learning processes. This paper explores the role of Indian Knowledge Systems in reshaping higher education curricula in India. Using qualitative document analysis, the study examines policy frameworks and academic discourse related to curriculum reform and knowledge integration. The findings indicate that the inclusion of IKS has the potential to enhance contextual relevance, sustainability consciousness, and ethical engagement among learners. However, challenges related to institutional preparedness, faculty training, and epistemological acceptance continue to influence implementation. The paper concludes that meaningful curriculum transformation requires systematic alignment between policy intent and academic practice in order to ensure effective integration of indigenous knowledge traditions into higher education.
Aishwarya et al. (Thu,) studied this question.
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