Indian Knowledge System and Curriculum: A Practice-Informed Analytical Study Towards Health Sciences Education

Abstract

The Indian Knowledge System (IKS) constitutes an extensive and integrated framework of indigenous thought developed in the Indian subcontinent, encompassing domains such as philosophy, science, healthcare, ethics, language, arts, and educational practices. The National Education Policy (NEP) 2020 places strong emphasis on revitalizing and embedding Indian Knowledge System within higher education curricula to promote multidisciplinary learning, ethical orientation, cultural rootedness, and inclusive academic practices. Health sciences education including medicine, Ayurveda, homoeopathy, pharmacy, nursing, physiotherapy, and dental sciences provides a particularly effective context for the application of IKS due to its close linkage with human health, professional ethics, and community welfare. This paper presents a practice-informed analytical study focusing on the integration of Indian Knowledge System into health sciences curricula. The study critically examines the conceptual foundations of IKS, maps its relevance across health science disciplines, and evaluates curriculum integration models and pedagogical strategies suitable for professional healthcare education. Additionally, the role of Bharatiya Bhasha in authentic knowledge transmission, policy support under NEP 2020, implementation challenges, and future opportunities are discussed. The study highlights that systematic incorporation of IKS within health sciences education can enhance holistic learning, ethical healthcare practice, cultural competence, and meaningful engagement between academic institutions and society, thereby contributing to the development of nationally rooted and globally competent health professionals.