Indian Knowledge System (IKS) is a vast body of knowledge deeply rooted in Indian culture, encompassing disciplines such as philosophy, spirituality, science and medicine. It is evidenced by its massive collection of intellectual texts, manuscripts and its well-documented heritage of texts, thinkers and philosophical schools in a wide range of subject areas. The IKS emphasize holistic well-being by using knowledge for self-purification, liberation and addressing contemporary challenges through ancient wisdom. The National Education Policy 2020 too emphasises on integrating IKS into education at various levels. The implementation of the Indian Knowledge System (IKS) in higher education can be recognized as a crucial endeavour for fostering holistic development and critical thinking among students. This paper argues that the integration of IKS should focus not merely on the creation and transmission of content but on the development of a unique and diverse thought process based on Bharatiya Gyan Parampara. This idea aligns with the National Education Policy (NEP) 2020’s vision of creating an education system that nurtures critical thinkers and responsible citizens. By focusing on the development of thinking rather than the mere absorption of content, the implementation of IKS in higher education has the potential to enrich the intellectual landscape of students in HE. Integrating philosophical foundations, Indian cultural values, traditional & tribal knowledge and cognitive frameworks inherent in IKS, higher education can rise above the traditional content-centric approach. Drawing from ancient Indian educational practices, the paper discusses how IKS encourages inquiry-based learning, self-reflection and contextual understanding, which are essential for addressing contemporary global challenges. The study also explores the challenges in implementing IKS in higher education and provide recommendationsincluding the need for curriculum redesigning, teacher training and policy support.
