Integrating Indian Knowledge Systems for Holistic Education: Implications for Contemporary Teacher Education.

LAHANGMA LAWATI

doi:10.36948/ijfmr.2025.v07i06.64756

Integrating Indian Knowledge Systems for Holistic Education: Implications for Contemporary Teacher Education.

Author(s)	Ms. LAHANGMA LAWATI
Country	India
Abstract	The integration of Indian Knowledge Systems (IKS) into contemporary education offers a significant framework for advancing holistic learning in India. IKS, grounded in India’s philosophical, scientific, ecological, and cultural traditions, provides an epistemic foundation that foregrounds interconnectedness, ethical living, experiential learning, and balanced development. These orientations correspond directly with the aims of holistic education, which seek to cultivate cognitive, emotional, social, physical, and spiritual dimensions of learners in a unified manner. This paper conceptually examines how IKS can enrich holistic education by contributing contextually rooted perspectives on values, well-being, ecological harmony, community engagement, and embodied learning. Rather than positioning IKS as a replacement for modern knowledge systems, the paper argues for its complementary role in broadening educational aims and restoring cultural relevance within contemporary schooling. to this integration is the role of teacher education. The paper analyses key implications for today’s pre-service and in-service teacher preparation, including the need for curricular restructuring, deeper epistemic grounding in IKS, development of reflective and experiential pedagogies, capacity-building for teacher educators, and systematic creation of pedagogical resources rooted in indigenous knowledge traditions. It also highlights the importance of institutional support and critical, research-based approaches to avoid superficial or tokenistic integration. The study concludes that strengthening teacher education through IKS-oriented perspectives can foster culturally grounded, holistic, and pedagogically robust learning environments aligned with national educational priorities and the evolving demands of the 21st century.
Keywords	Indian Knowledge Systems (IKS), Holistic Education, Teacher Education Reforms, Experiential and Reflective Pedagogy, Indigenous Knowledge Traditions, Curriculum Integration
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-12-30
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.64756

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Integrating Indian Knowledge Systems for Holistic Education: Implications for Contemporary Teacher Education.

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