Indian Knowledge Systems and Value-Based Education: Implications for Higher Education under NEP 2020

Manoj Kumar Yadav

doi:10.71097/IJSAT.v17.i3.11513

Indian Knowledge Systems and Value-Based Education: Implications for Higher Education under NEP 2020

Author(s)	Prof. Manoj Kumar Yadav
Country	India
Abstract	National Education Policy (NEP) 2020 gives a new vision of the goal of Indian higher education, and emphasizes the development of students' characters, scientific temper, creativity, interdisciplinary learning, social responsibility, cultural integration, and professional skills in addition to abstract knowledge. In this policy framework, Indian Knowledge Systems (IKS) and value education becomes synonymous yet conceptually different aspects of educational change. IKS covers a variety of knowledge systems, culture, philosophy, science, ecology, art, language, technology and community knowledge traditions that have been created in India, while value-based education relates to conscious efforts to foster ethical judgment, character, social responsibility, human dignity, compassion, integrity, justice and responsible professional conduct. This conceptual review offers a way of understanding the role IKS can play in value-based higher education without making IKS or values education a form of rote learning, tradition as a cultural symbol, or an uncritical statement of tradition. The paper reviews the NEP 2020, UGC guidelines on IKS, Mulya Pravah 2.0, Faculty orientation and relevant academic literature till 2024. It holds that the most fruitful cooperation between IKS and value education is the critical discussion and appreciation of concepts like satya, dharma, ahimsa, seva, compassion, self-discipline, ecological responsibility, intellectual enquiry and social duty, along with constitutional values, pluralism, evidence-based thinking and scientific temper. The study suggests an integrated approach to curriculum, pedagogy, assessment, institutional culture, community involvement, professional ethics, and faculty development. It concludes that value education cannot be a separate theoretical course in higher education institutions. Rather, ethical and value-based learning should be integrated throughout the disciplinary curricula and institutional practices. Through the academically sound use of critical dialogue, experiential learning, reflective inquiry, and inclusive representation, the integration of IKS and value-based education can help fulfil the NEP 2020 objective of producing knowledgeable, ethical, socially responsible, culturally informed and globally competent students. To promote the spread of Indian Knowledge Systems as well as value-based education in higher education institutions under the umbrella of the National Education Policy (NEP 2020).
Published In	Volume 17, Issue 3, July-September 2026
Published On	2026-08-21
DOI	https://doi.org/10.71097/IJSAT.v17.i3.11513

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Indian Knowledge Systems and Value-Based Education: Implications for Higher Education under NEP 2020

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