The Gurukul custom, burrowed in the history of the Indian Knowledge System, characterizes an all-rounded, morality-based, and empirical design of learning that highlights ethical enhancement, applied education, and powerful teacher–student bonding. In conflict, the modern education approach, although mechanically progressed and internationally accommodated, frequently faces obstacles like evaluative learning, anxieties of pupils, ethical disconnection, and uneven education. The present study aims to integrate the Gurukul system of education with modern education for better education. The study adopts a qualitative research methodology, with sources of data relying on a systematic review of subordinate bases such as research articles, policy papers, books, and journals related to Gurukul tradition, Indian knowledge systems, and contemporary learning modifications. The findings of the study were analyzed and revealed that norms such as holistic development, practical and life-integrated education, value-based education, etc. powerfully echo with existing educational demands and policy instructions, specifically under the National Education Policy 2020. The study indicates that a careful and appropriate combination of the Gurukul approach can enhance current education without compromising inclusivity or intellectual accuracy. This study recommended highlighting teacher training, curriculum restructuring, fair utilization of machinery, and policy design sustenance to effectively balance outdated knowledge with current educational agendas for natural and humanistic education.
Majhi et al. (Thu,) studied this question.