India’s National Education Policy (NEP) 2020 envisions an education rooted in Indian ethos and knowledge. It explicitly cites “the rich heritage of ancient and eternal Indian knowledge and thought” as a guiding light and calls for curriculums that instill students with India’s diverse cultural, technological and philosophical traditions. The NEP directs that Indian Knowledge Systems (IKS) – encompassing disciplines like Vedas, philosophy, mathematics, astronomy, yoga, medicine, agriculture, arts and governance – be “scientifically” incorporated into school and higher education curricula wherever relevant. For example, the Policy mandates that classroom examples, stories and problems be chosen from India’s own heritage, and that courses on IKS (including tribal and indigenous knowledge) be made available as electives in secondary school.
Governance structures and guidelines have been set up to realize this vision. The Ministry of Education (MoE) has created an IKS Division and issued detailed policies. In June 2023 the MoE issued “Guidelines for Incorporating Indian Knowledge in Higher Education”, requiring every undergraduate or graduate student to take IKS credit courses totaling at least 5% of their program credits. (At least half of those IKS credits must relate to the student’s major discipline.) UGC has mandated a 5% IKS credit requirement in all university curricula, and AICTE has introduced IKS courses for first-year engineering students. Additional MoE guidelines cover faculty orientation on IKS, courses on Indian heritage and culture (e.g. Vedic mathematics, Ayurveda, yoga, Sanskrit, etc.), and even an “Artist/Artisan-in-Residence” scheme to bring traditional arts into academics. A minor degree in IKS (for 18–20 credits) has been created. The scale of implementation is broad: over 8,000 higher-education institutions have begun adopting IKS in curricula, 32 IKS centres have been established for research and education, and thousands of internships and workshops on IKS have been launched. In school education, NCERT has constituted a 19-member Curriculum Area Group (CAG) on Indian Knowledge Systems to weave Indian wisdom into class 3–12 textbooks. This CAG (chaired by M.D. Srinivas) will review and augment textbooks across subjects, and develop syllabi and materials for grades 11–12 aligned with the new National Curriculum Framework 2023. In short, the policy machinery – from NEP to MoE guidelines to NCERT frameworks – actively promotes infusion of Indian philosophy, science and values into modern education.
Historical and Philosophical Foundations
The integration of IKS is justified by India’s long tradition of holistic knowledge and wisdom. NEP 2020 notes that ancient India produced world-class centers (Takṣaśilā, Nālandā, etc.) and luminaries (Āryabhaṭa, Patañjali, Āryadeva, etc.) who made “seminal contributions to world knowledge” across fields. Indian thought traditionally linked “Jnana” (knowledge), “Vijñāna” (science/knowledge), and “Jīvana Darśana” (life-philosophy) as an integrated whole. This Bhāratīya Drishti – a uniquely Indian perspective on life and learning – is seen as a resource for solving contemporary problems. As the MoE explains, the goal is to draw from India’s unbroken knowledge traditions to tackle “current and emerging challenges of India and the world,” providing students with a worldview that embraces both modernity and ancestral wisdom. The NEP thus frames IKS education not as parochial rote learning, but as a holistic, interdisciplinary grounding (for example, including examples from Ayurveda, yoga, architecture and astronomy in science and math classes).
Philosophically, this approach has deep roots. Vedāntic and Upaniṣadic ideas – such as the unity of the Self and cosmic order – emphasize truth (satya), non-violence (ahiṃsā) and ethics as outcomes of education. The NEP explicitly endorses teaching students to “do what’s right” by building on traditional Indian ethical values like seva, ahiṃsā, śānti, satya and niṣkāma karma. Likewise, the Nyāya school of logic (classical Indian philosophy) developed sophisticated systems of inference (for instance, the five-part Hindu syllogism), which scholars argue should be part of critical-thinking education. Indeed, Buddhist philosophical traditions historically trained monks in rigorous debate and reasoning: Madhyamaka Nyāya dialectics created a “rigorous system of debate and argumentation” to hone critical thinking and analytical skills. Thus Indian “darśanas” (Vedānta, Sāṃkhya, Nyāya, Vaiśeṣika, Buddhist logic, etc.) all embody methods of inquiry and ethics that can enrich modern pedagogy. For example, Sāṃkhya’s framework of prakṛti (matter) and puruṣa (consciousness) offers a holistic ontology that connects physics and psychology, while Yogic meditation techniques are being studied for cognitive benefits. Ancient texts on subjects like Ayurveda and astronomy represent empirical knowledge systems that can be revisited scientifically (e.g. botanical surveys from Ayurvedic compendia, or Jyotiṣa astronomy calculations). By bridging these philosophical legacies with contemporary science education, NEP 2020 aims to broaden students’ intellectual horizons and self-knowledge, not just impart technical skills.
Curriculum Reforms and Classroom Applications
To implement this vision on the ground, curriculum frameworks and textbooks are being reworked. NCERT’s new National Curriculum Framework (NCF 2023) incorporates IKS themes, and state curriculum bodies are preparing textbooks that blend national frameworks with local knowledg. For instance, NCERT has set up the IKS CAG to review all subject textbooks and integrate Indian examples, stories and facts – from mathematics to social science – in a scholarly manner. One prominent change is the planned inclusion of Vedic Mathematics techniques in math textbooks: Uttar Pradesh announced that 6–8 textbooks will now contain Vedic Math methods so students “connect with India’s intellectual heritage while strengthening their mathematical aptitude”. In science education, ancient ecological knowledge is also emphasized: tribal botany, organic farming (Krishishastra), and ethno-medicine courses (e.g. on Tulsi or medicinal plants) are being introduced to link biology and environmental studies with India’s naturalist traditions. Likewise, physical education and health classes incorporate yoga and meditation for holistic well-being. Even medical curricula will now include basic AYUSH (Ayurveda, Yoga, Naturopathy, etc.) alongside allopathic training.
Concrete classroom applications span disciplines. For example:
Mathematics: Schools can use Vedic math drills (sutra-based mental calculations) alongside standard arithmetic to develop number sense; states like UP are already updating Class 6–8 NCERT books to integrate these historical algorithms.
Science and Environment: Teachers may highlight pañcabhūta (five elements) theory and Vedic verses (e.g. Bhūmi Suktam) to inspire conservation lessons. School projects might explore organic farming methods from Krishiśāstra or forest conservation ethics found in the Vedas, linking ancient ecology with modern sustainability.
Critical Thinking and Philosophy: Introductory philosophy or logic units can introduce Nyāya and Buddhist debate methods. Instructors note that the Nyāya five-step syllogism (“Hindu Syllogism”) exemplifies an analytical reasoning style that can complement Western logic in critical-thinking courses. Similarly, teaching the Buddhist pramāṇa (means of knowledge) tradition can broaden students’ grasp of evidence and argumentation.
Ethics and Values: Moral science or life-skills classes draw on the Upaniṣadic ideals of satya (truth) and ahiṃsā, as well as epics’ stories. NEP explicitly encourages reading fables like the Pañcatantra and Jātaka tales for ethical lessons. Discussions of karma and dharma from the Bhagavad Gītā or Upaniṣads can be integrated into social studies to cultivate self-discipline and civic virtue.
Arts and Culture: Lessons in literature, music or art include exposure to Indian heritage. For instance, language classes may introduce Sanskrit or local languages, helping students access primary texts and appreciate linguistic heritage. MoE guidelines even suggest “cultural exchange” visits (Ek Bharat Shreshtha Bharat tours) so students learn regional arts, monuments and traditional knowledge first-hand.
Across higher education, interdisciplinary programs are emerging. Several universities now offer degrees or minors in Indian Knowledge Systems, Yogic Science, Ayurveda, or Vedic Mathematics, often framed as credit courses (including in engineering, design and liberal arts curricula). Teacher education programs are being revamped too, with mandatory IKS modules to orient new teachers. In all these ways, NEP 2020 seeks to weave India’s spiritual-philosophical heritage into the fabric of modern schooling and research, aiming for a holistic pedagogy that makes students both globally competent and culturally grounded.
Sources: Official NEP 2020 text education.gov.in; Ministry of Education IKS Division summaries and guidelines education.gov.in; NCERT notifications (Hindustan Times) hindustantimes.com; academic analyses of Indian logic and ecology eric.ed.govnepjol.info; news on curricular reforms (Vedic Math integration) hindustantimes.com, etc. All cited material reflects current policies and scholarly perspectives on IKS in education.