📄 Abstract
The National Education Policy (NEP) 2020 emphasizes the integration of Indian Knowledge Systems (IKS) into teacher education to promote holistic, multidisciplinary, and culturally rooted learning. This qualitative study examines the significance of integrating IKS into teacher education, identifies the major challenges and opportunities associated with its implementation, and proposes effective strategies for realizing the objectives of NEP 2020. The study is based on secondary data collected from policy documents, including NEP 2020 and NCTE guidelines, UNESCO reports, books, and peer-reviewed journal articles. A thematic analysis was employed to synthesize the findings. The review reveals that integrating IKS can enhance value-based education, cultural competence, ethical reasoning, experiential learning, and environmental consciousness among prospective teachers. However, challenges such as inadequate curriculum design, limited faculty preparedness, insufficient instructional resources, and the absence of structured implementation frameworks hinder effective integration. The study recommends curriculum reform, faculty capacity building, interdisciplinary pedagogy, community engagement, and digital resource development as key strategies for strengthening IKS in teacher education. It concludes that meaningful integration of IKS will prepare culturally responsive, professionally competent, and ethically grounded teachers, thereby contributing to the successful implementation of NEP 2020 and the transformation of teacher education in India.
🏷️ Keywords
📚 How to Cite:
Dr. Susanta Pandey , INTEGRATING INDIAN KNOWLEDGE SYSTEMS INTO TEACHER EDUCATION: STRATEGIES FOR EFFECTIVE IMPLEMENTATION OF NEP 2020 , Volume 12 , Issue 9, September 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 168 - 172 ,