RECONSTRUCTING CURRICULUM THROUGH INDIAN KNOWLEDGE SYSTEMS: A POLICY REVIEW IN LIGHT OF NEP 2020

Abstract

The National Education Policy (NEP) 2020 emphasizes the revival and integration of the Indian Knowledge Systems (IKS) into mainstream education to foster cultural rootedness, holistic learning, and global competitiveness. This study critically analyzes existing policy frameworks and curriculum reforms to evaluate how effectively IKS is being reconstructed within school and higher education curricula in India. The work explores theoretical underpinnings drawn from constructivism and indigenous knowledge theory, highlighting the relevance of traditional knowledge—such as Indian sciences, epistemology, languages, arts, and sustainable living practices—in modern pedagogical contexts. The research employs a mixed-method policy review approach, involving document analysis of NEP 2020, national curriculum frameworks, UGC policy directives, as well as structured feedback from educators and curriculum developers across educational institutions. The findings are expected to reveal gaps between policy intent and practical implementation, capacity-building issues among teachers, and challenges related to content standardization and assessment mechanisms. The study proposes a structured model for integrating IKS into curricula through experiential learning, interdisciplinary approaches, and digital platforms. Ultimately, the research contributes to ongoing national efforts to make education more inclusive, culturally grounded, and future-ready, aligning with the vision of Viksit Bharat and India’s global knowledge leadership.