Awareness and Challenges of Teachers in Implementing Indian Knowledge Systems into Classrooms

Abstract

The National Education Policy (NEP) 2020 positions the integration of Indian Knowledge Systems (IKS) as a foundational reform to promote holistic, culturally grounded, and multidisciplinary learning. Encompassing India's intellectual traditions—from the Vedas and classical sciences to mathematics, arts, ecology, and philosophy—IKS holds immense potential to deepen students' conceptual understanding and cultural identity. However, teachers are the crucial mediators between policy and classroom practice, making their awareness, preparedness, and confidence the critical determinants of successful implementation. This study explores (1) the level of awareness teachers possess regarding IKS, (2) the challenges they face in integration, and (3) the strategies they adopt. An exploratory sequential mixed-method design was employed, using structured questionnaires with 62 SSC board teachers in Pune for quantitative data and semi-structured interviews with 14 teachers for qualitative insights. Data was analyzed using descriptive statistics and thematic analysis. Findings indicate a significant policy-practice gap: while 64.5% of teachers are aware of the NEP mandate, only 38.7% can confidently explain IKS domains. Major barriers include a lack of training (82.26%), limited resources (74.19%), and an exam-centric system (59.68%). Qualitative data revealed themes of "Conceptual Ambiguity," "The Training and Resource Chasm," and "Grassroots Innovation," where teachers resort to storytelling and local contextualization despite systemic hurdles. The study concludes that successful IKS integration is contingent upon a systemic, teacher-centric approach. Actionable recommendations are provided, including structured, hands-on teacher professional development, the creation of curated resource banks, systemic curriculum-alignment, and fostering school-community partnerships. These insights are essential for achieving NEP 2020's vision of transforming IKS from a policy directive into a functional and transformative element of school education.