Reimagining Curriculum Through Indian Knowledge Systems: A Multidisciplinary Perspective Under Nep 2020

The National Education Policy (NEP) 2020 marks a transformative shift in Indian education by advocating a holistic, multidisciplinary approach rooted in the country’s rich intellectual and cultural heritage. Indian Knowledge Systems encompass a wide range of indigenous knowledge traditions developed over centuries, including philosophy, mathematics, science, health systems, environmental ethics, arts, and value-based education. This paper examines the scope and significance of integrating Indian Knowledge Systems into multidisciplinary education as envisioned in NEP 2020. The paper analyses how curriculum integration of IKS can transcend disciplinary boundaries and foster meaningful learning experiences rather than treating traditional knowledge as isolated or supplementary content. It explores curricular possibilities for embedding IKS across subjects such as science, mathematics, social sciences, languages, and arts, thereby promoting contextual understanding and holistic development. It also highlights pedagogical approaches such as experiential learning, project-based learning, storytelling, and inquiry-based methods that support the effective integration of IKS in classroom practices. The paper also addresses key challenges in implementing IKS integration, including curriculum overload, lack of teacher readiness, risks of superficial inclusion, and the need to balance traditional knowledge with contemporary scientific perspectives. It concludes that the meaningful integration of Indian Knowledge Systems within a multidisciplinary framework can enrich the curriculum, strengthen cultural literacy, and promote holistic development of learners.