INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD

Indian Knowledge Systems (IKS) are the collective intellectual, cultural, scientific and philosophical heritage of the Indian subcontinent that has been accumulated over centuries. These systems involve traditional knowledge in education, medicine, mathematics, astronomy, agriculture, architecture, ecology, ethics, spiritual practices, arts and social organizations. The emphasis on the integration of Indian Knowledge Systems in school and higher education curriculum has grown in recent years in India post the implementation of the National Education Policy (NEP) 2020. The policy is based on the concept of holism, cultural identity, experiential learning, and multi-disciplinary education, in keeping with traditional Indian educational philosophies. The aim of this research paper is to analyze opportunities and challenges in embedding IKS in the curriculum of schools and higher education. It's descriptive, analytical study, and relies entirely on secondary data sourced from books, journal articles, government reports, UNESCO publications, policy documents and educational studies. The paper examines the curriculum reforms, teacher readiness, pedagogical change, institutional assistance and the role of technology in sustaining and advancing indigenous knowledge systems. The results imply that the integration of IKS may help to build cultural identity, foster comprehensive learning, enhance sustainable development, and contribute to interdisciplinary education. Yet, the trained faculty, resource limitations, curriculum overload, language barriers and inadequate institutional infrastructure continue to pose high challenges. The paper finds that the integration of IKS must be supported by policies, innovation of the curriculum, teacher training, funding of research, and digital preservation.