Stakeholder perspectives on integrating Ayurveda and Indian Indigenous Knowledge Systems into higher education: An exploratory study

The renewed emphasis on mainstreaming Indigenous Knowledge Systems (IKS) in higher education globally, including in India, has sparked interest in leveraging traditional teaching methodologies for holistic learner development. However, integrating IKS into existing curricula requires a nuanced understanding of stakeholder perceptions and an appraisal of the challenges and opportunities within current educational frameworks. This paper presents the findings of a qualitative study examining stakeholders' perspectives on integrating Indian IKS, with a particular focus on the indigenous medicine system, Ayurveda, into higher education health and nutrition science curricula. Interviews, focus groups, and panel discussions were conducted with administrators, educators, learners, and subject experts to identify barriers and develop strategies for successful integration. Results revealed that educators were “convinced but not confident” about content and pedagogy, learners were “unsure” about the relevance of IKS for their future careers, and administrators expressed concerns about bridging the gap between traditional and modern scientific perspectives. Thematic analysis identified five actionable strategies: 1) Stakeholder training and capacity building to reduce implementation hesitancy, 2) Curricular design and restructuring to incorporate discipline-specific IKS courses and integration models, 3) Pedagogical innovations such as real-life simulations, experiential learning, and reflective evaluation, 4) Student sensitization and resource generation to meet learner needs and expectations, and 5) Interdisciplinary collaboration and research to build evidence regarding the efficacy and applicability of IKS practices in addressing present-day challenges. These insights provide unique stakeholder perspectives on the ongoing deliberations about mainstreaming IKS and creating a synergistic framework that enhances learners’ intellectual, cultural, and practical competencies. • The perceptions regarding integration of IKS into higher education were explored. • Interviews and focus groups were conducted among educators, learners and experts. • The results revealed interest but implementation hesitancy in stakeholders. • Curricular interventions, sensitization and collaboration emerged as opportunities. • Explicit policies, instructional strategies and teacher trainings are required. • The study provided a comprehensive, critical analysis of stakeholder viewpoints.