Department of Rural Industries and Management, The Gandhigram Rural Institute-Deemed to be university, Gandhigram, Dindigul, Tamil Nadu, India.
Review Article
World Journal of Advanced Research and Reviews, 2024, 21(03), 2177–2185
Received on 14 February 2024; revised on 24 March 2024; accepted on 27 March 2024
Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and nurture holistic growth among learners. Drawing from the insights of indigenous knowledge (IK) and the philosophies of educational luminaries like APJ Abdul Kalam, Swami Vivekananda, Mahatma Gandhi, and Rabindranath Tagore, this paper highlights the historical significance, challenges, opportunities, and strategies for successful integration. The interplay between NEP 2020 and IKS emphasizes the need for inclusive, culturally sensitive, and sustainable educational approaches. By leveraging traditional wisdom alongside modern pedagogical methods, India can create a more empathetic and inclusive educational system that meets the diverse needs of its learners and contributes to the global agenda for quality education.
Indigenous Knowledge Systems (IKS); Sustainable Development Goal Four (SDG 4); Indian educational philosophies and philosophers; Quality Education; NEP 2020
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Maheshkumar S and Soundarapandian M. Harmonizing indigenous knowledge systems to the Indian educational philosophies for quality education: A review study. World Journal of Advanced Research and Reviews, 2024, 21(3), 2177-2185. Article DOI: https://doi.org/10.30574/wjarr.2024.21.3.0940