The Role of Teacher Attitude and Teaching Style in Shaping the Integration of IKS in Modern Education: A Qualitative Inquiry

The Indian Knowledge System (IKS) constitutes a vast and intricate tapestry of intellectual, scientific, and cultural traditions that have evolved over millennia on the Indian subcontinent. Concurrently, the structure of Indian higher education has been significantly reshaped by the widespread adoption of the Choice-Based Credit System (CBCS), a model designed to foster student-centricity, interdisciplinarity, and curricular flexibility. This review paper explores the synergistic potential between these two domains by critically examining how the CBCS framework can serve as an effective conduit for integrating IKS into the modern academic curriculum. The paper first synthesises literature on the foundational pillars of IKS, including its unique epistemological frameworks, and its historical contributions to fields such as linguistics, mathematics, astronomy, and medicine. It then analyses the core components of the CBCS, specifically Generic Electives, Discipline-Specific Electives, and Ability Enhancement Courses, to propose a structured model for embedding IKS content across diverse academic programs. The paper also addresses significant implementation challenges, including faculty readiness, pedagogical resources, and institutional scepticism, while outlining strategic recommendations such as specialised teacher training and the creation of digital repositories. The study concludes that a deliberate integration of IKS through the CBCS is essential for moving beyond symbolic inclusion toward a meaningful, decolonised, and holistic educational paradigm that equips graduates with a rooted yet global perspective.

Indian Knowledge System, IKS

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