Preparing Future Teachers for IKS-Based Pedagogy: Perspectives from NEP 2020

Binit Kumar

doi:10.71097/IJSAT.v17.i3.11512

Preparing Future Teachers for IKS-Based Pedagogy: Perspectives from NEP 2020

Author(s)	Prof. Binit Kumar
Country	India
Abstract	With the introduction of the National Education Policy (NEP) 2020, teachers are at the heart of the educational transformation and at the same time, Indian Knowledge Systems (IKS), Indian languages, local knowledge, arts, culture, values, and contextual learning are being integrated into the formal education system. These two policy directions pose an important question for teacher education – how will future teachers be prepared to implement IKS in curricular content through meaningful, inclusive, evidence-sensitive and learner-centred pedagogy? This conceptual review paper presents a perspective of the preparation of pre-service teachers for pedagogy of IKS based on the vision of NEP 2020 and other policy documents till 2024. The paper relies on the National Curriculum Framework for School Education (NCF 2020), National Curriculum Framework (ICSE 2023), National Professional Standards for Teachers (NPS 2023), University of Grants Commission's guidelines on IKS curriculum and faculty orientation, Integrated Teacher Education Programme (ITEP 2023), literature review of pedagogical content knowledge, culturally relevant pedagogy, teacher professional development, educational technology, and integration of IKS. Analysis reveals that the mere provision of information to future teachers on TK is not enough. To prepare teachers effectively, disciplinary knowledge, source literacy, pedagogical content knowledge, culturally responsive teaching, multilingual competence, experiential learning, critical inquiry, technological competence, ethical sensitivity and classroom practice are required. There are also recently some survey findings that illustrate a mismatch between teachers' positive attitudes towards IKS and their ability to put it into practice. Teacher competency framework and curriculum model for pre-service teacher education based on IKS are proposed in this paper. It states that IKS-based pedagogy should be free from superficial tokenism of culture and its uncritical glorification. Future educators should be prepared to experience the Indian knowledge traditions by authentic sources, through comparative disciplinary analysis, in field experiences, through reflection and through evidence-based teaching. Such development can be helpful in achieving the vision of NEP 2020 that teachers will be professionally competent, culturally rich, scientifically oriented, inclusive and able to connect India's intellectual legacy with the needs of education in the present times. Abstract: Indian Knowledge Systems are now situated within the framework of the National Education Policy 2020 (NEP 2020). The policy introduces the concept of pre-service teachers and their training through the Indian Teachers Education Programme (ITEP). This policy has brought about a paradigm shift that not only includes the use of Indian Knowledge Systems but also underscores the need for pedagogical content knowledge and culturally responsive teaching.
Published In	Volume 17, Issue 3, July-September 2026
Published On	2026-08-21
DOI	https://doi.org/10.71097/IJSAT.v17.i3.11512

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Preparing Future Teachers for IKS-Based Pedagogy: Perspectives from NEP 2020

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