Integrating IKS with Social Sciences Curriculum: Issues and Challenges

Abstract: The National Education Policy 2020 has initiated a significant movement towards introducing the Indian Knowledge System (IKS) into the educational framework, particularly at the Higher Educational Institutions. In line with this policy, the University Grants Commission (UGC) has established comprehensive guidelines mandating all Undergraduate and Postgraduate students engage with credit courses in IKS. This study aims to explore the perspectives of faculty members of social sciences in Higher Education Institutions (HEIs) regarding the inclusion of IKS topics within their curricula. The research intends to understand the measures undertaken for the integration of IKS into the Social Science Curriculum and identifying the challenges encountered by faculty members during this process. This qualitative study employs an interpretative research design, focusing on gathering in-depth insights to encompass the objectives undertaken. The findings indicate a generally positive attitude among faculty members and policymakers toward the integration of IKS. However, there is concern that current attempts primarily present IKS as general knowledge, lacking depth and specificity. Ongoing research points to efforts aimed at further assimilating IKS across varied social science disciplines. Research has shown that complete integration may require additional time and commitment. It has been emphasised that the integration of IKS should be regarded as a lifelong pursuit. It has also been suggested that the faculty members should adopt an interdisciplinary approach and delve into fundamental concepts of the IKS. Additionally, the integration process must incorporate knowledge from local communities to enhance the educational experience and relevance of IKS in contemporary academia.