Awareness, Perception, and Effectiveness of the Indian Knowledge System (IKS) Syllabus among B.A. First-Year Students of Shri Vijaysinha Yadav College, Peth Vadgaon

Abstract This study investigates the awareness, perception, and effectiveness of the Indian Knowledge System (IKS) syllabus among first-year B.A. students of Shri Vijaysinha Yadav College, Peth Vadgaon. Using a structured questionnaire, responses from 80 students (equally divided by gender) were analyzed to assess pre-course familiarity, perceived relevance, and curriculum impact. Findings reveal that while prior awareness of IKS was limited, exposure through the syllabus significantly enhanced understanding of India’s intellectual heritage, particularly in areas such as Yoga, Ayurveda, and Vedic philosophy. Students acknowledged the relevance of IKS to humanities education but highlighted the need for deeper content, practical applications, and integration with modern disciplines. Career-oriented benefits were perceived ambiguously, indicating the importance of aligning the syllabus with employability skills in sectors like wellness, sustainability, and cultural tourism. The study underscores the alignment of IKS with the National Education Policy (NEP) 2020 vision for holistic, culturally rooted, and interdisciplinary learning. Recommendations include curriculum expansion, experiential learning initiatives, faculty training in interdisciplinary pedagogy, and early introduction of IKS in school curricula. By bridging traditional wisdom with contemporary applications, the IKS syllabus can foster cultural pride, critical thinking, and relevant skills, making it a transformative component of higher education in India.