INTEGRATING INDIAN KNOWLEDGE SYSTEMS INTO TEACHER EDUCATION: REIMAGINING ETHICAL AND VALUE-BASED PROFESSIONAL PREPARATION

Abstract

Teacher education in the twenty-first century demands a balanced integration of professional competence, ethical sensitivity, and holistic human development. Indian Knowledge Systems (IKS), rooted in philosophical traditions such as the Vedas, Upanishads, Bhagavad Gita, Buddhist thought, and Gandhian educational philosophy, offer a rich foundation for nurturing value-oriented and reflective teachers. This chapter critically examines the relevance of integrating IKS into contemporary teacher education programmes to strengthen ethical leadership, emotional intelligence, social responsibility, and sustainable educational practices. It argues that teacher preparation should move beyond technical and pedagogical competencies to cultivate character, compassion, self-awareness, and moral reasoning. The chapter explores the alignment of IKS with the objectives of the National Education Policy (NEP) 2020 and highlights practical strategies for embedding indigenous knowledge, experiential learning, yoga, meditation, dialogue, and community engagement into teacher education curricula. By synthesizing philosophical insights and contemporary educational perspectives, the chapter proposes a transformative framework for preparing globally competent yet culturally grounded educators capable of fostering inclusive, value-based, and socially responsive learning environments.