India's Epistemic Tapestry: Exploring the Richness of the Indigenous Knowledge System

Abstract

The implementation of NEP2020 has reached its third anniversary. Several recommended modifications, particularly in the realm of higher education (HE), are already being implemented. Various initiatives like as the Academic Bank of Credits (ABC), Multiple Exit and Multiple Entry (MEME), National Credit Framework, National Curriculum Framework, Professor of Practice, and four-year undergraduate programs are currently being widely adopted at institutions. The integration of Indian Knowledge System (IKS) at all levels and in all subjects has recently gained significant interest among academics. The UGC has recently published two sets of guidelines: "Guidelines for incorporating Indian Knowledge in Higher Education" and "Guidelines for introduction of courses based on Indian heritage and culture." In Maharashtra, independent institutions have implemented microcredit courses on Indigenous Knowledge Systems (IKS) starting this academic year. All colleges will adopt comparable courses in the next academic year. The author has engaged with many educators from autonomous colleges who have developed curricula for Indigenous Knowledge Systems (IKS) at their institutions. Additionally, the author has also spoken with over 500 instructors from 45 colleges on the National Education Policy 2020 (NEP2020), its execution, and the forthcoming problems and prospects in the realm of higher education. This article emphasizes the significance, pertinence, and influence of integrating Indigenous Knowledge Systems (IKS) in Higher Education (HE).