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STUDENT PERCEPTIONS AND FUTURE RELEVANCE OF

INDIAN KNOWLEDGE SYSTEMS IN HIGHER EDUCATION

Ms. Yogita Katkar

Abstract
This study explores student perceptions of integrating Indian Knowledge Systems (IKS) into
higher education and its relevance in contemporary contexts. IKS, rooted in centuries of
cultural, spiritual, and scientific traditions, offers a holistic perspective that remains valuable
in addressing modern challenges such as climate change, mental health, and ethical
leadership. Through a structured questionnaire administered to undergraduate and
postgraduate students, the study analyzed responses using descriptive statistics to assess views
on key areas including teaching methods, career benefits, linguistic inclusivity, teacher
preparedness, personal development, and future academic potential of IKS. Findings reveal
strong recognition of IKS as a complementary system that enhances both employability and
personal growth when combined with modern skills. Respondents also emphasized the
importance of digital tools and regional languages to make IKS more accessible and engaging.
While mixed opinions were expressed about student participation in curriculum design, overall,
the results underscore optimism about IKS becoming a mainstream subject for research and
higher studies. The study recommends reforms in teacher training, curriculum development,
and institutional support to ensure meaningful integration of IKS in higher education.
Keywords: Indian Knowledge Systems, Higher Education, Student Perceptions, Teacher
Preparedness, Curriculum Integration, Educational Reforms

1. Introduction
1 Indian Knowledge System is a generic phrase which covers practically everything about India.
For a nation with more than 5000 years of recorded history, abundant cultural and
archaeological artifacts, literature and social and community practices defining what
1 constitutes Indian knowledge is itself a huge challenge. Literature, Cultural and social
practices, historical evidence and other such knowledge assets available in all Indian languages,
dialects and geographical regions will all technically fall under the ambit of IKS. The other
aspect of the issue is the time dimension. Knowledge is continuously synthesized by the
society. Knowledge assets available in India from the pre-historitimes to the current day will
all qualify to the part of the IKS.
The term "Indian" refers to the broader cultural and geographical expanse of the Indian
subcontinent, which includes Burma, Afghanistan, the Himalayas, and the Indian Ocean.
Historically referred to as Akhanda Bharata, this area has been a cradle of varied ideas and
ongoing interactions among its people, sharing cultural, literary, and social customs. The tacit
nature of knowledge, which is derived from people's experiences and wisdom, is emphasised
by the Indian Knowledge System (IKS). This type of knowledge can be passed down orally
through the generations without being lost because it frequently stays unspoken. Understanding
the full scope of Indian heritage and wisdom requires acknowledging and conserving these
types of knowledge. The IKS promotes the systematic collecting, categorisation, and logical

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organisational of existing knowledge, codifying and categorising it according to predetermined

frameworks. This method helps in recognising how different knowledge components
complement one another within the IKS framework and add to a larger understanding. (Bhome
et al. 2024)
1.1 What is Indian Knowledge System?
Indian Knowledge Systems (IKS) are the numerous, ancient, and holistic systems of knowled
ge that have formed on the Indian subcontinent over millennia.
These systems are distinguished by their holistic approach to comprehending the universe, hu
man life, and numerous fields.
The Indian Knowledge System covers a wide range of fields, including but not limited to:

Domain Examples Key Contributions / Focus

Spiritual and Vedanta, Nyaya, Vaisheshika, Perspectives on existence,
Philosophical Wisdom Sankhya consciousness, ethics, nature of
reality
Scientific and Mathematics (zero, decimal Advanced theoretical and
Technological system), Astronomy, practical knowledge in science,
Advancements Ayurveda, Vastu Shastra health, architecture
Literature and Arts Sanskrit epics, classical texts, Cultural expression,
poetry, dance, music, drama preservation of philosophical
and societal values
Social Systems and Arthashastra, Dharma Shastra, Governance principles, social
Ethics Samanvaya ethics, community harmony
(Bhome et al. 2024)
1.2 Characteristic Features of Indian Knowledge Systems

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1. Holistic Approach
Instead of separating different fields of knowledge into individual disciplines, IKS rec
ognizes their connectivity and effortlessly combines them.
2. Spiritual Foundation
IKS, which has its roots in spiritual discoveries, frequently examines metaphysical iss
ues and highlights both the internal and outward aspects of human existence.
3. Practical Wisdom
IKS emphasizes real world applications in everyday life, healthcare, agriculture,
architecture, and government, in addition to its many theoretical components.
4. Continuity and Adaptability
IKS has demonstrated exceptional continuity and adaptability over time, changing wit
h society but holding fast to its fundamental ideas.
5. Oral Tradition and Textual Knowledge
IKS supports oral traditions, which impart knowledge through discourses, storytelling,
and rituals, even though textual traditions like the Vedas, Upanishads, and Puranas ar
e important.
6. Universality and Diversity
IKS is distinguished by its universal principles that are applicable to all civilizations
while taking into account India's many regional, linguistic, and cultural variances.
(Naikar, Mangavkar, and Sharma 2025)

Indian knowledge systems offer a comprehensive view on the nature of knowledge because
they integrate science and spirituality and place an importance on connectivity and holistic
understanding. Recognizing the richness of IKS requires an Understanding of its contributions
to the global knowledge legacy as well as its ongoing significance in the contemporary
moment.

1.3 WHY IKS?

Educational policies in both Africa and India reveal a shared historical pattern of
privileging Western knowledge systems at the expense of indigenous traditions. In South
Africa, for example, Curriculum 2005 (C2005) has been critiqued for relying heavily on
Western epistemologies that often fail to address the lived realities of African communities.
(Breidlid 2009) argues that African cultural values and Indigenous Knowledge Systems
(IKS) are frequently marginalized in formal education, despite their potential to foster
sustainable development when integrated with Western knowledge. Similarly, (Keane et
al. 2023) highlight the philosophical challenge of Afrocentricity in the African
Renaissance, noting that the dominance of English as the primary language of instruction
disadvantages students whose home languages are African. This situation underscores the
need for educational models that emphasize critical reflexivity, honor African ancestry,
value relationality and oral traditions, and empower communities to apply indigenous
knowledge to improve livelihoods.
A comparable dynamic can be observed in colonial India under Macaulay’s Education
Policy of 1835, which institutionalized English as the medium of instruction and promoted
Western curricula at the expense of indigenous systems rooted in Sanskrit and regional

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languages. This policy sought to cultivate a class of English-educated Indians to assist in

British administration, but it also marginalized traditional Indian educational frameworks
and created deep cultural and linguistic divides. The emphasis on Western literature and
science over indigenous knowledge contributed to a loss of cultural self-esteem, the erosion
of Indian languages, and the persistence of a colonial mindset that valued Western ideas as
inherently superior. Even today, debates continue over balancing the global advantages of
English proficiency with the preservation and revitalization of indigenous knowledge
systems—whether in Africa’s IKS programs or India’s efforts to reclaim its own
intellectual heritage.
The trajectory of education in colonial India was greatly influenced by Macaulay's
Education Policy, which prioritised English language aptitude and Western education over
traditional Indian institutions. Debates regarding cultural identity and language education
policy continue to be influenced by it. Macaulay’s Education Policy significantly shaped
the trajectory of education in colonial India, favoring Western education and English
language proficiency at the expense of traditional Indian systems. Its impacts are still felt
today in debates over language education policy and cultural identity. To understand the
complexity of India's educational history and the ongoing efforts to correct past errors, it is
imperative to acknowledge these effects. (William E., 1993) acknowledging the challenges
of returning to well-established modern traditions. And also Point out common simple,
closed-system teaching methods and criticizing typical easy, relational systems that
prioritize producing knowledge and transformation rather than merely transmission. In
context to comparing previous educational policies & Judging the British Macaulary
system. (Mandavkar, 2025), (Kanojiya & Uttam, 2024) and (Kamalakar, 2025)
recommends redesigning Indian education & bringing back Bhartiya Drishti by integrating
traditional and contemporary methods.

2. Literature Review
Stakeholder perspectives on incorporating IKS into Indian higher education include
improvements in interdisciplinary curriculum design, teacher training, and policy frameworks
for high quality traditional knowledge. Institution commitment and careful academic design
are essential for successful integration. (Moitra and Madan 2025). Stakeholder perspectives on
incorporating IKS into Indian higher education include improvements in interdisciplinary
curriculum design, teacher training, and policy frameworks for high quality traditional
knowledge. Institution commitment and careful academic design are essential for successful
integration.(Bharadwaj 2021). According to (Kamalakar 2025) The study identifies 12
essential Indian Knowledge Systems (IKS) sources, the educational effects of traditional
models like the Gurukul system, and the role of teachers as guides and knowledge transmitters.
More than 150 institutions have implemented IKS with proper funding, resulting in growth in
students' enrollment and course offerings. However, barriers like insufficient global
coordination, complicated curriculum, and lack of teachers remain. (Kanojiya and Uttam 2024;
William E. 1993) The study also criticizes simple, closed-system teaching methods and
suggests redesigning Indian education and bringing back Bhartiya Drishti by integrating
traditional and contemporary methods. Restructuring syllabuses is necessary to transform

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change related to social and technology, as India is at a turning point in its history and a return
to its knowledge society roots.
If we lookover the Indigenous Knowledge System in Higher education in abroad One survey
based research conducted in Ithopia by (Jima, 2022) to to examined how to incorporate
Indigenous Knowledge Systems in formal education. They study involved 48 participants
including UG, PG and PhD students those who are learning a Gadaa system in Bule Haora
University to identify the IKS integration with formal education, teaching Gadaa values,
practices, challenges in teaching. According to researcher due to British History, Western
thoughts and lack of documentation record Indigenous Knowledge System are consistently
ignored in modern education also IKS support democracy but they are face some barriers like
lack of policy support and scholarly bias. Overall the implementation of Gadaa system in
Higher education is transformative but there is need to strong institutions, improvements in
curriculum to manage and integrate IKS in education.
However, most educational policies, such as Curriculum 2005 (C2005), rely too heavily on
Western ways of thinking, which don't always fit the realities of African communities,
according to (Breidlid, 2009) how African cultural values and indigenous knowledge systems
(IKS) are sometimes ignored in formal education, especially in South Africa. And (Keane et
al., 2023) conducted research to identify philosophical problem like Afrocentricity which is
essential for African Renaissance. But the study highelights issues of English being used as the
primary language in schools, which increases barriers for students those who speak African
languages at home. It has been suggested that the IKS program is place greater importance on
critical reflexivity, honouring African ancestry, cultural significance and encouraging
indigenous people to use their knowledge in several areas to boost their lifestyles. But
according to (Breidlid, 2009) incorporating indigenous and Western knowledge might
encourage sustainable development in Africa and encourages a greater integration of IKS in
education and development plans. in context to the more focus on western objectivity,
autonomy and findings it is point out that Indigenous knowledge places a strong significant
value on relationality, oral traditions, community responsibility and spirituality.

5 3. Significance of the Study

The significance of this study lies in its contribution to understanding the role of Indian
Knowledge Systems (IKS) in shaping contemporary higher education. By capturing student
perceptions on teaching methods, language inclusivity, teacher preparedness, career benefits,
and personal development, the study highlights the relevance of IKS in modern academic and
professional contexts. It provides valuable insights for policymakers, educators, and
institutions to design curricula that integrate traditional wisdom with contemporary skills,
ensuring holistic learning. Furthermore, the findings emphasize the importance of preserving
indigenous knowledge while fostering innovation, thereby strengthening cultural identity and
enhancing the global competitiveness of Indian education.

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4. Objectives:
1. To measure student perceptions of traditional teaching methods in enhancing learning
engagement.
2. To identify student opinions on the career benefits of combining IKS with
contemporary skill sets.
3. To understand student views on language inclusivity in IKS education.
4. To examine student perceptions of teacher preparedness for delivering IKS content.
5. To identify student perceptions of the personal development benefits of IKS.
6. To measure student attitudes toward the long-term relevance of IKS in education.

10 5. Research Methods
The present study employed a descriptive research design to examine student perceptions of
11 Indian Knowledge Systems (IKS) in higher education. Primary data were collected through a
structured questionnaire consisting of close-ended items framed on a Likert scale, focusing on
themes such as traditional teaching methods, career benefits, language inclusivity, teacher
preparedness, personal development, and long-term relevance of IKS. A purposive sampling
method was adopted to target undergraduate and postgraduate students across diverse
disciplines, ensuring representation of varied perspectives. A total of 13 valid responses were
recorded and tabulated into frequency and percentage distributions for interpretation. The data
were analyzed using simple descriptive statistics, which enabled clear identification of student
attitudes and trends. Secondary sources, including books, journal articles, and policy
documents, were also reviewed to strengthen contextual understanding. This mixed approach
allowed for a comprehensive analysis of how IKS can be integrated effectively within modern
educational frameworks.

6. Data Analysis and Interpretation

6.1 Relevance of IKS in Addressing Contemporary Challenges
Table 1: IKS can be useful for solving today’s problems, like mental health issues or
climate change.
2 Category Frequency Percentage
Strongly Agree 4 30.77
Agree 6 46.15
Neutral 3 23.08
Disagree 0 0.00
Total 13 100.00

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IKS can be useful for solving today’s problems,

like mental health issues or climate change.

23.08
30.77

46.15

3 Strongly Agree Agree Neutral Disagree

The results indicate that most respondents recognize the relevance of Indigenous Knowledge
Systems (IKS) in addressing contemporary challenges like mental health issues and climate
change. With 46.15% agreeing and 30.77% strongly agreeing, there is significant
acknowledgment of IKS’s practical value. Only 23.08% remained neutral, while none
disagreed. This shows a positive perception towards integrating IKS into problem-solving
approaches for modern crises. The findings suggest that people see IKS not as outdated but as
a complementary knowledge system capable of contributing innovative solutions to global
challenges when combined with modern approaches.

6.2 Career Benefits of Integrating IKS with Modern Skills

Table 2: In the future, you will have better job chances if you learn both IKS and modern
skills together.
Category Frequency Percentage
8 Strongly Agree 3 23.08
Agree 7 53.85
Neutral 3 23.08
Disagree 0 0.00
Total 13 100.00

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In the future, you will have better job chances if

you learn both IKS and modern skills together.

23.08 23.08

53.85

Strongly Agree Agree Neutral Disagree

This table highlights the perceived career benefits of combining IKS with modern skills. A
majority of respondents, 53.85%, agreed, while 23.08% strongly agreed, making it clear that
they view such integration as beneficial for future employability. Neutral responses (23.08%)
indicate some uncertainty, but the absence of disagreement suggests no strong opposition. The
interpretation reflects that learners and stakeholders recognize the potential of IKS in
enhancing professional opportunities when taught alongside contemporary knowledge. This
emphasizes the growing importance of holistic education where traditional wisdom and modern
expertise together improve job readiness in diverse industries.

6.3 Role of Digital Tools in Promoting IKS

Table 3: Digital tools and apps should be created to help you learn IKS in fun and easy
ways.
Category Frequency Percentage
6 Strongly Agree 4 30.77
Agree 7 53.85
Neutral 2 15.38
Disagree 0 0.00
Total 13 100.00

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Digital tools and apps should be created to help

you learn IKS in fun and easy ways.

15.38
30.77

53.85

Strongly Agree Agree Neutral Disagree

The responses reveal strong support for developing digital tools and apps to make IKS learning
more engaging and accessible. Over half of the respondents (53.85%) agreed, and 30.77%
strongly agreed. Meanwhile, 15.38% remained neutral, with no disagreement recorded. This
indicates that participants see technology as an enabler to bridge traditional knowledge with
modern education practices. The integration of digital platforms is viewed as essential to keep
IKS relevant and appealing to younger generations. Overall, the interpretation suggests that the
use of interactive apps can create enjoyable learning experiences, ensuring wider reach and
preservation of IKS.

6.4 Linguistic Inclusivity in IKS Education

Table 4: IKS courses should be taught in different Indian languages, not just English.
7 Category Frequency Percentage
Strongly Agree 3 23.08
Agree 6 46.15
Neutral 4 30.77
Disagree 0 0.00
Total 13 100.00

IKS courses should be taught in different

Indian languages, not just English.

23.08
30.77

46.15

Strongly Agree Agree Neutral Disagree

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This table emphasizes the importance of linguistic inclusivity in IKS education. Nearly half of
the respondents (46.15%) agreed, while 23.08% strongly agreed that IKS should be taught in
multiple Indian languages. About 30.77% remained neutral, showing some indifference, but
importantly, no disagreement was recorded. This indicates broad support for breaking the
dominance of English in higher education and making IKS accessible in local contexts. The
interpretation highlights that respondents believe offering IKS courses in regional languages
will promote wider understanding, respect for cultural diversity, and inclusivity, ensuring that
knowledge resonates more with learners’ backgrounds.

6.5 Teacher Preparedness for IKS Integration

Table 5: Colleges should train teachers better so they can teach IKS along with modern
subjects.
2 Category Frequency Percentage
Strongly Agree 5 38.46
Agree 7 53.85
Neutral 1 7.69
Disagree 0 0.00
Total 13 100.00

Colleges should train teachers better so they

can teach IKS along with modern subjects.

7.69
38.46

53.85

Strongly Agree Agree Neutral Disagree

The findings show strong recognition of the need to improve teacher training for IKS
integration. More than half (53.85%) agreed, while 38.46% strongly agreed, showing clear
consensus. Only 7.69% were neutral, and none disagreed, reflecting a solid endorsement of the
idea. The interpretation suggests that respondents acknowledge that skilled educators are
crucial for successfully teaching IKS alongside modern subjects. Better training would
empower teachers to deliver IKS effectively, ensuring students appreciate its significance. This
demonstrates the collective view that systemic reforms in teacher education are necessary for
meaningful integration of IKS into college curricula.

6.6 Future Scope of IKS in Research

Table 6: In the next 10 years, IKS will become a popular subject for research and higher
studies.

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Category Frequency Percentage

Strongly Agree 1 7.69
Agree 10 76.92
Neutral 2 15.38
Disagree 0 0.00
Total 13 100.00

In the next 10 years, IKS will become a popular

subject for research and higher studies.

15.38 7.69

76.92

Strongly Agree Agree Neutral Disagree

The responses show optimism about IKS becoming a popular subject for future research. An
overwhelming majority (76.92%) agreed, and 7.69% strongly agreed, indicating confidence in
IKS gaining academic importance. A smaller portion (15.38%) remained neutral, and no one
disagreed. This reflects a growing recognition that IKS has untapped potential in higher
education, especially in interdisciplinary research. The interpretation highlights that IKS is
increasingly seen as a valuable area for academic exploration, innovation, and knowledge
production. Respondents believe that in the next decade, IKS will become a mainstream subject
contributing significantly to scholarly and practical domains.

6.7 Student Participation in Shaping IKS Education

Table 7: You may like should be allowed to give ideas about how IKS is taught in colleges.
9 Category Frequency Percentage
Strongly Agree 0 0.00
Agree 8 61.54
Neutral 5 38.46
Disagree 0 0.00
Total 13 100.00

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You like may should be allowed to give ideas

about how IKS is taught in colleges.

38.46

61.54

Strongly Agree Agree Neutral Disagree

The table indicates mixed opinions on student participation in shaping IKS education. A
majority (61.54%) agreed, suggesting students should contribute ideas on teaching methods.
However, a significant 38.46% remained neutral, while no one strongly agreed or disagreed.
This indicates moderate support with a lack of strong conviction. The interpretation suggests
that while many respondents favor student involvement, others are uncertain about its
practicality or effectiveness. Nevertheless, the data underscores a shift towards participatory
education, recognizing that learners’ perspectives can enrich the curriculum design of IKS,
making it more relevant, engaging, and reflective of student needs.

6.8 Role of IKS in Character and Leadership Development

Table 8: IKS learning can help improve your character and leadership skills.
Category Frequency Percentage
3 Strongly Agree 3 23.08
Agree 9 69.23
Neutral 0 0.00
Disagree 1 7.69
Total 13 100.00

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IKS learning can help improve your character

and leadership skills.

7.69
23.08

69.23

Strongly Agree Agree Neutral Disagree

This table shows strong agreement that IKS learning fosters character development and
leadership. About 69.23% agreed, while 23.08% strongly agreed, showing overwhelming
support. None remained neutral, and only 7.69% disagreed. The interpretation highlights that
respondents see IKS as not just academic knowledge but also a system that nurtures values,
ethics, and leadership qualities. This demonstrates its transformative role in personal growth
and community leadership. The findings suggest that integrating IKS in education can instill
responsibility, respect, and holistic thinking, equipping learners to become future leaders
rooted in cultural wisdom and capable of addressing societal challenges.

6.9 Relevance of IKS in Modern Education

Table 9: Even though IKS is old, it still has value and should be part of our future
education.
Category Frequency Percentage
4 Strongly Agree 6 46.15
Agree 6 46.15
Neutral 1 7.69
Disagree 0 0.00
Total 13 100.00

Even though IKS is old, it still has value and

should be part of our future education.

7.69

46.15
46.15

Strongly Agree Agree Neutral Disagree

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The findings reveal strong recognition of IKS’s continuing relevance despite its ancient
origins. Nearly half (46.15%) strongly agreed, while another 46.15% agreed, leaving only
7.69% neutral. No respondent disagreed, showing complete endorsement of IKS’s value in
modern education. The interpretation emphasizes that participants believe traditional
knowledge still holds wisdom applicable to contemporary contexts. This suggests that IKS is
not seen as outdated but as a vital component of future education systems. Overall, the
responses highlight the importance of preserving IKS while integrating it with modern learning
for balanced, sustainable, and meaningful educational development.

7. Discussion of the Study

12 The study highlights the growing recognition of the relevance of Indian Knowledge Systems
(IKS) in contemporary education and their potential for integration with modern skills to shape
future learning. The findings reveal that respondents strongly acknowledge IKS as a
complementary knowledge framework capable of addressing pressing challenges like climate
change, mental health, and character development. The positive perceptions towards teacher
preparedness, linguistic inclusivity, and the use of digital tools indicate that students value
innovative and accessible approaches to learning IKS. Moreover, the data underscores
optimism about IKS becoming a mainstream subject for research in the coming decade,
reflecting its academic potential and interdisciplinary scope. While career benefits and personal
development through IKS integration were widely supported, mixed opinions on student
participation in shaping curricula suggest the need for more participatory frameworks in higher
education. The responses collectively emphasize that IKS is not outdated but retains immense
cultural, ethical, and practical value when blended with modern education. Thus, the study
contributes to policy discourse by recommending systemic reforms in teacher training,
curriculum design, and technology adoption, ensuring that IKS continues to evolve as a vital
pillar of India’s higher education landscape while fostering holistic development and global
competitiveness.

8. Conclusion
The study concludes that Indian Knowledge Systems (IKS) hold significant potential in
shaping the future of higher education by integrating traditional wisdom with modern learning
frameworks. The findings indicate strong student support for IKS as a tool to address
contemporary challenges, enhance career opportunities, and foster personal growth in terms of
character and leadership. Respondents emphasized the importance of teacher preparedness,
linguistic inclusivity, and the use of digital platforms to make IKS accessible and engaging.
While optimism exists regarding IKS’s future role in research and academic exploration,
moderate views on student participation in curriculum design suggest the need for greater
involvement of learners in shaping educational practices. Overall, the study reaffirms that IKS
is not outdated but remains a vital and evolving component of education. To realize its full
potential, systemic reforms in curriculum, teacher training, and institutional policies are
essential to ensure holistic, inclusive, and future-ready education.

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References
i. Bharadwaj, A. (2021). Incorporating traditional knowledge into higher education:
Challenges and opportunities. Journal of Education and Development, 15(2), 45–59.
ii. Bhome, A., Patil, R., & Deshmukh, P. (2024). Revisiting Indian Knowledge Systems:
Heritage, pedagogy and integration in higher education. Indian Journal of
Interdisciplinary Studies, 12(1), 33–48.
iii. Breidlid, A. (2009). Culture, indigenous knowledge systems and sustainable
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