Integrating Indian Knowledge Systems into Modern Education: A Comparative State-wise Analysis

Abstract

Indian civilization has nurtured diverse knowledge traditions—including Ayurveda, Vedic mathematics, Yoga, astronomy, linguistics, and performing arts—that shaped both global science and India’s cultural identity. Colonial education policies, however, displaced indigenous systems with Eurocentric curricula, creating a rupture in knowledge transmission. In the contemporary context, the National Education Policy (NEP) 2020 re-emphasizes the role of Indian Knowledge Systems (IKS) in fostering holistic, sustainable, and culturally grounded education. This paper undertakes a comparative state-wise analysis of IKS integration, linking literacy levels with policy innovation and institutional readiness. Using a mixed-method approach, the study combines literacy and educational indicators (Census 2011, NFHS-5, ASER) with policy reviews of national and state curriculum frameworks. Findings reveal that high-literacy states such as Kerala, Tamil Nadu, Himachal Pradesh, and Maharashtra demonstrate systematic IKS integration, while medium-literacy states (e.g., Gujarat, Karnataka, Punjab, West Bengal) show fragmented adoption, and low-literacy states (e.g., Bihar, Uttar Pradesh, Rajasthan, Jharkhand, Odisha) face structural and resource barriers. The study proposes a policy blueprint emphasizing curriculum reform, teacher training, digital tools, and regional models to enable equitable and authentic IKS adoption. By bridging cultural heritage with modern educational needs, this research argues that IKS integration is vital for innovation, sustainability, and national identity formation in 21st-century India.