Abstract

Knowledge is the most crucial resource for development. Any nation's Indigenous Knowledge (IK) is the foundation of its knowledge system. Traditional or local knowledge are referred as People's abilities, experiences, and insights that are used to preserve or enhance their standard of living. The IKS seeks to promote additional research to address current societal problems. The Vedas and Upanishads are the foundation of IKS. IK Centers are being established at different Indian educational institutions with initial seed financing. It also seeks to give our young people a wide range of job options. Youth employment opportunities are being generated through skill-based programs based on traditional Indian knowledge. IKS promotes heritage technology by providing solutions that enable Indians and people around the world to see their heritage. India has a long history of applying alternative systems and traditional knowledge in a variety of disciplines. In India, for instance, alternative medicine, including the AYUSH stream (Ayurveda, Unani, Yoga, Naturopathy, Siddha, and Homoeopathy), has recently gained significant political support. To improve learning effectiveness, the National Education Policy-2020 emphasizes integrating the IKS into contemporary education. Instead of rote memorization, NEP-2020 of India encourages deeper conceptual understanding through conversation, debate (Shastrartha), and observation. NEP-2020 also promotes the use of regional and classical languages, such as Sanskrit, Pali, and Prakrit, so that students can access authentic works in philosophy, science, mathematics, medicine, and ethics. Previous studies on Indian Education often regard traditional knowledge systems as historical or cultural artifacts rather than as dynamic, functional knowledge systems that could improve students' critical thinking, ethical reasoning, sustainability, and overall development. There is a lack of Studies that sufficiently examine the integration of indigenous pedagogical traditions, value systems, and epistemologies into contemporary educational frameworks. The impact of IKS on contemporary education needs to be critically analyzed. This study uses a qualitative research approach based solely on the content analysis of the pertinent research article and secondary data analysis. Academic databases and institutional repositories are systematic sources of government-relevant reports, published reviews, policy frameworks (such as NEP-2020), and scholarly research publications. Patterns, themes, and gaps in the body of literature on IKS integration in education are identified through content analysis and thematic synthesis. The study's conclusion offers both broad and detailed suggestions for improving IKS's integration into the current Indian educational landscape.