Fostering and Preserving Indigenous Knowledge: The Role of Teachers’

Author

P. Ayyasamy


Abstract

 This article explores the role of teachers in fostering and preserving indigenous knowledge within the education system. The National Education Policy (NEP) 2020 in India recognizes the importance of integrating Indian knowledge systems (IKS) into the curriculum and emphasizes the promotion of Indian languages, arts, and culture. Teachers can play a crucial role in this integration by incorporating practices such as Ayurveda, Yoga, and meditation into various subjects, promoting local languages and cultural elements, and emphasizing sustainable living and environmental consciousness. Additionally, teachers can guide students in undertaking research projects, collaborating with local communities, and preserving indigenous knowledge through documentation and cultural events. By incorporating these practices, teachers create an inclusive and culturally responsive learning environment that fosters cultural pride, identity, and a deeper understanding of one's own cultural heritage among students.


Keywords

Teachers, Indigenous knowledge, National Education Policy (NEP) 2020, Indian knowledge systems (IKS), Curriculum integration, Ayurveda, Yoga, Meditation, Local languages, Cultural elements, Sustainable living.



Full Text:

Download Paper PDF


References


  1. Agrawal, A. (1995). Dismantling the divide between indigenous and scientific knowledge. Development and Change, 26(3), 413–439. https://doi.org/10.1111/j.1467-7660.1995.tb00560.x
  2. Breidlid, A. (2009). Culture, indigenous knowledge systems and sustainable development: A critical view of education in an African context. International Journal of Educational Development, 29(2), 140–148. https://doi.org/10.1016/j.ijedudev.2008.09.009
  3. Magni, G. (2017). Indigenous knowledge and implications for the sustainable development agenda. European Journal of Education, 52(4), 437–447. https://doi.org/10.1111/ejed.12238
  4. Owuor, J. (2007). Integrating African indigenous knowledge in Kenya’s formal education system: The potential for sustainable development. Journal of Contemporary Issues in Education, 2(2). https://doi.org/10.20355/C5Z594
  5. Sandoval-Rivera, J. C. A. (2020). Environmental education and indigenous knowledge: Towards the connection of local wisdom with international agendas in the framework of the Sustainable Development Goals (SDGs). Diaspora, Indigenous, and Minority Education, 14(1), 14–24. https://doi.org/10.1080/15595692.2019.1652588
  6. da Silva, C., Pereira, F., & Amorim, J. P. (2024). The integration of indigenous knowledge in school: A systematic review. Compare: A Journal of Comparative and International Education, 54(7), 1210–1228. https://doi.org/10.1080/03057925.2023.2184200
  7. Manns, M., Heiss, J., Morohashi, J., & Loupis, L. (2025). Harnessing indigenous knowledge for education for sustainable development. Journal of Education for Sustainable Development, 19(2), 157–167. https://doi.org/10.1177/09734082251360875
  8. Singh-Pillay, A., & Madlala, A. (2026). Legitimising indigenous knowledge systems as a pathway to sustainable development. Discover Education, 5, Article 87. https://doi.org/10.1007/s44217-025-01062-9
  9. Ulayi, A. I., & Omang, T. N. (2024). Integrating indigenous knowledge systems into environmental education in Nigeria: A pathway to sustainable development. Indonesian Journal of Educational Studies, 27(2). https://doi.org/10.26858/ijes.v7i2.76300
  10. Yazidi, R. E., & Rijal, K. (2023). Science learning in the context of “indigenous knowledge” for sustainable development. International Journal of Ethnoscience and Technology in Education, 1(1). https://doi.org/10.33394/ijete.v1i1.10880

Government Sources:

  1. Ministry of Education, Government of India. (2020). National Education Policy 2020. Government of India.
  2. University Grants Commission. (2023). Guidelines for training/orientation of faculty on Indian Knowledge Systems. University Grants Commission.

 

Share your valuable work from Social Media Buttons