INTEGRATING INDIAN KNOWLEDGE SYSTEMS IN DIGITAL PEDAGOGY

Abstract

The rapid expansion of digital education in the post-pandemic era has transformed teaching–learning processes, while simultaneously revealing critical challenges related to cultural disconnect, cognitive overload, and learner disengagement. This chapter examines the need for integrating Indian Knowledge Systems (IKS) into digital pedagogy as a means of creating more meaningful, contextually relevant, and holistic educational experiences. Drawing on theoretical foundations such as constructivism, experiential learning, indigenous epistemology, cognitive load theory, and holistic education, the chapter proposes a culturally responsive framework for digital learning. It critically explores the limitations of conventional digital pedagogy, particularly its tendency toward standardized content delivery and passive learning, and positions IKS as a complementary paradigm that emphasizes experiential, reflective, and value-based education. The chapter further outlines multiple dimensions of integration, including content, pedagogy, technology, and ethics, along with practical strategies for classroom implementation, digital tools, and assessment approaches. Key challenges such as tokenism, lack of teacher preparedness, and the digital divide are also discussed. The chapter concludes by highlighting future directions, including AI-driven culturally adaptive learning and policy alignment with national frameworks, advocating for a balanced synthesis of tradition and technology to foster sustainable, human-centered education.