Study of the In-Service Training Needs of Middle School Teachers for Effective Implementation of Indian Knowledge System (IKS) in School Education

The integration of the Indian Knowledge System (IKS) into school education has gained renewed significance under the National Education Policy (NEP) 2020 and related curricular reforms. However, effective implementation of IKS requires teachers to possess adequate knowledge, pedagogical skills, and professional preparedness. Therefore, the present study employed a descriptive survey research design to assess the in-service training needs of middle school teachers for the effective implementation of IKS in school education. The population comprised 1418 middle school teachers teaching Classes VI–VIII in Government, Central Government, and Private schools in Bhopal, Madhya Pradesh, from which 100 teachers constituted the final sample. The respondents were selected from 13 schools using a simple random sampling technique. Data were collected using a self-developed 34-item five-point Likert-scale questionnaire comprising four constructs: awareness and understanding of IKS, IKS integration practices, challenges in IKS implementation, and training needs for IKS integration. The data were analysed using frequency, percentage, mean, and standard deviation. The findings indicated a high level of awareness and understanding of IKS and a moderate-to-high level of IKS integration practices among the respondents. Teachers reported high levels of challenges, particularly in assessing IKS-related learning outcomes, selecting appropriate pedagogical strategies, availability of resources, and managing time and curriculum requirements. The findings also revealed a high need for in-service training in areas such as IKS content knowledge, pedagogy, lesson planning, assessment strategies, ICT and digital resources, experiential and activity-based learning, interdisciplinary approaches, and the identification and use of authentic IKS resources.
Based on these findings, the study recommends the development of systematic and continuous professional development programmes on IKS for middle school teachers. Such programmes should include hands-on workshops, model lesson plans, subject-specific teaching-learning materials, authentic and locally relevant IKS resources, ICT-based learning resources, experiential activities, and appropriate assessment strategies. Regular mentoring, follow-up support, and opportunities for teachers to share classroom practices should also be incorporated to strengthen sustained implementation. It is further recommended that schools and educational authorities provide adequate institutional support and integrate IKS-related teacher development within existing Continuous Professional Development (CPD) programmes. The study concludes that curriculum and textbook reforms related to IKS need to be complemented by context-specific, sustained, and practice-oriented teacher professional development to translate policy intentions into meaningful classroom practice.

Indian Knowledge System (IKS), In-service Training, Middle School Teachers, Teacher Professional Development, NEP 2020, School Education, Teacher Competencies, Curriculum Implementation.

1. Agrawal, N., & Kag, S. (2025). Obstacles in embedding Indian Knowledge Systems within modern educational frameworks. Siddhant: A Journal of Decision Making, 25(3), 130–133. https://doi.org/10.5958/2231-0657.2025.00021.4 [Google Scholar] [Crossref]

2. AICTE–Indian Knowledge Systems. (2021). Annual report 2020–21. New Delhi: AICTE. [Google Scholar] [Crossref]

3. AICTE–Indian Knowledge Systems. (2022). IKS MOOCs: Participation and outcomes—Interim brief. New Delhi: AICTE. [Google Scholar] [Crossref]

4. Atabek, O. (2019). Challenges in integrating technology into education. Contemporary Educational Technology, 10(1), 1–20. https://arxiv.org/abs/1904.06518 [Google Scholar] [Crossref]

5. Banerjee, A., & Duflo, E. (2019). Good economics for hard times. London: Allen Lane. [Chs. on education interventions] [Google Scholar] [Crossref]

6. Barnhardt, R., & Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska Native ways of knowing. Anthropology & Education Quarterly, 36(1), 8–23. [Google Scholar] [Crossref]

7. Bharadwaj, P., Muralidharan, K., & Singh, A. (2022). Improving public sector management at scale? Experimental evidence on school supervision from India. Journal of the European Economic Association, 20(6), 2357–2401. [Google Scholar] [Crossref]

8. Bhargava, R. (2022). Tradition, science, and schooling: Framing Indian Knowledge Systems for classrooms. Economic and Political Weekly, 57(40), 23–27. [Google Scholar] [Crossref]

9. Central Board of Secondary Education. (2022). Integration of Indian Knowledge Systems in school curriculum: Circular and resource compendium. New Delhi: CBSE. [Google Scholar] [Crossref]

10. Chanda, I. (2022). Decolonizing curricula without abandoning science: The case of IKS. Current Science, 122(11), 1255–1259. [Google Scholar] [Crossref]

11. Joshi, D., & Bansal, T. (2023). Integration of Indian Knowledge Systems (IKS) into STEM education: A survey study of awareness, attitudes and practices among pre-service and in-service teachers. ShodhKosh: Journal of Visual and Performing Arts, 4(2), 5853–5859. https://doi.org/10.29121/shodhkosh.v4.i2.2023.6213 [Google Scholar] [Crossref]

12. Kabra, G., & Jain, M. (2021). Teacher professional development in India: Systemic challenges and scalable models. Contemporary Education Dialogue, 18(1), 7–32. [Google Scholar] [Crossref]

13. Kane, T. J., Kerr, K. A., & Pianta, R. C. (Eds.). (2019). Designing teacher evaluation systems. San Francisco: Jossey-Bass. [Google Scholar] [Crossref]

14. Kanojiya, A., & Sankpal, R. (2025). A study of Indian Knowledge System (IKS) and technology in teacher education: Challenges and opportunities for 21st century learning. [Publication details should be verified from the final paper]. [Google Scholar] [Crossref]

15. Ministry of Education. (2020). National Education Policy 2020. Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf [Google Scholar] [Crossref]

16. Nair, S. (2021). Indian Knowledge Systems: A curricular perspective for school education. Journal of Indian Education, 47(2), 1–18. [Google Scholar] [Crossref]

17. National Council of Educational Research and Training. (2023). Position paper on Indian Knowledge Systems in school education. New Delhi: NCERT. [Google Scholar] [Crossref]

18. National Council of Educational Research and Training. (2024). Guidelines for 50 hours of continuous professional development for teachers and school leaders. NCERT. https://ncert.nic.in/pdf/Guidelines50HoursCpd.pdf [Google Scholar] [Crossref]

19. Nayak, S. (2025). Integration of Indian Knowledge System (IKS) in teacher education. In Indian Knowledge System through the ages: From Vedas to modern science (pp. 204–213). Infinity Publication. https://doi.org/10.25215/125798196X.22 [Google Scholar] [Crossref]

20. National Council of Educational Research and Training, Institute of Teacher Professional Development. (2025). NISHTHA: National Initiative for School Heads’ and Teachers’ Holistic Advancement [Program webpage]. Government of India. [Google Scholar] [Crossref]

21. NCERT, Regional Institute of Education, Ajmer. (2025). National seminar on integration of Indian Knowledge System in school curriculum (NSIIKSSC-2025) [Brochure]. Government of India. [Google Scholar] [Crossref]

22. New Vision. (2021, January 18). Teachers need training before school reopening. [Google Scholar] [Crossref]

23. Sahoo, P., & Pradhan, J. S. (2026). Integrating Indian Knowledge Systems in teacher education: Examining pre-service teachers awareness, attitude and readiness for classroom practice. Edutama. https://doi.org/10.69533/bj6wmx23 [Google Scholar] [Crossref]

24. Sharma, R., & Maheshwari, E. (2024). Integrating India’s ancient wisdom into school education: Need, challenges and way forward. [School-education scholarly paper by RIE, NCERT Bhopal authors]. [Google Scholar] [Crossref]

25. Singh, S., Tigga, A. A., & Kumar, R. (2025). Indian Knowledge Systems in teacher education program: Perception of prospective teachers and teacher educators. Indian Journal of Teacher Education, 2(1), 88–103. https://ncte.gov.in/ncte_new/public/web/assets/pdf/ijteReport.pdf [Google Scholar] [Crossref]

26. Sriprakash, A. (2012). Pedagogies for development: The politics and practice of child-centred education in India. Springer. https://doi.org/10.1007/978-94-007-2669-7 [Google Scholar] [Crossref]

27. State Council of Educational Research and Training, Kerala. (2022). Integrating local knowledge in middle school science: Pilot report. Thiruvananthapuram: SCERT. [Google Scholar] [Crossref]

28. State Council of Educational Research and Training, Madhya Pradesh. (2023). Teacher resource needs for contextualized curricula in middle grades. Bhopal: SCERT MP. [Google Scholar] [Crossref]

29. University Grants Commission. (2023). Guidelines for training/orientation of faculty on Indian Knowledge Systems. UGC. https://www.ugc.gov.in/e-book/IKS/files/basic-html/page3.html [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study