Indian Knowledge Systems (IKS) represent a vast repository of indigenous knowledge encompassing philosophy, science, language, arts, ecology, and spirituality. In recent years, especially with the introduction of the National Education Policy (NEP 2020), there has been renewed emphasis on integrating IKS into mainstream education to promote culturally responsive and holistic learning. This study explores the role of IKS in multilingual classrooms in Northeast India, a region characterized by linguistic diversity, rich tribal heritage, and unique cultural practices. The paper examines how IKS can bridge cultural heritage and pedagogical innovation, enabling future-ready learning environments. Using a qualitative research design based on document analysis, policy review, and conceptual interpretation, the study highlights challenges such as language barriers, curriculum gaps, and teacher preparedness, while proposing strategies like multilingual pedagogy, experiential learning, and integration of indigenous epistemologies. The findings suggest that IKS-based education fosters inclusivity, identity preservation, critical thinking, and sustainable development. The study concludes that integrating IKS in multilingual classrooms can transform education in Northeast India into a culturally rooted yet globally relevant system.
Rao et al. (Thu,) studied this question.