Bridging Indian Knowledge Systems with Inclusive Pedagogies in the 21st Century Classroom

Abstract

The integration of Indian Knowledge Systems (IKS) with contemporary inclusive pedagogical practices in 21st-century educational contexts. The educational system needs to protect indigenous knowledge because technological progress and globalization have changed educational environments. This paper explores theoretical frameworks, practical applications, and empirical evidence which demonstrate how traditional Indian epistemologies can be integrated with modern inclusive teaching practices. The study proves that educational programs which combine these two approaches will both respect cultural traditions and improve learning results for students from different backgrounds.