Reimagining Inclusive Education through Indian Knowledge Systems for Viksit Bharat @2047
Acceptance: 29/09/2026
Published: 28/10/2026
Abstract
Inclusive education seeks to ensure equitable access, meaningful participation, and effective learning opportunities for all learners, irrespective of their social, cultural, linguistic, physical, or cognitive differences. Although contemporary approaches to inclusive education have largely been influenced by international frameworks and modern pedagogical perspectives, culturally rooted perspectives remain comparatively underrepresented. In India, the National Education Policy (NEP) 2020 has renewed attention to Indian Knowledge Systems (IKS), yet existing scholarship has largely focused on their philosophical foundations, policy relevance, and broader educational integration. Limited attention has been given to how selected IKS principles can be conceptually aligned with contemporary dimensions of inclusive education. The present study addresses this gap through a structured literature review and thematic synthesis of scholarly and policy literature on IKS, inclusive education, culturally responsive pedagogy, teacher education, and holistic learning. Six IKS principles, namely Vasudhaiva Kutumbakam, Sarvodaya, Guru–Shishya Parampara, Panchakosha, Samvaad, and experiential learning, are examined in relation to equity and fairness, diversity and belonging, learner participation, holistic development, and culturally responsive pedagogy. The analysis identifies areas of conceptual convergence and uses these relationships to formulate an IKS-informed conceptual framework for inclusive education. The framework positions IKS as a culturally grounded philosophical and pedagogical resource that may enrich contemporary approaches to inclusion while remaining responsive to learner diversity and context. The study further discusses implications for teacher education, curriculum, pedagogy, and educational policy in relation to the broader vision of Viksit Bharat @2047. The framework is conceptual and literature-derived and provides a basis for future empirical inquiry rather than an empirically validated model.
Keynote: Indian Knowledge Systems, Inclusive Education, Viksit Bharat @2047, Conceptual Framework, Holistic Learning, Inclusive Pedagogy, Teacher Education
Author Name:
Mohd. Raziuddin and Shah Nabi Khan
Pages:
544-553
DOI Number:
10.5281/zenodo.23968530
Country:
India
Orcid:
Full Article
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Reference
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Writer Name
Mohd. Raziuddin and Shah Nabi Khan
Pages
544-553
DOI Numbers
10.5281/zenodo.23968530
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