Journal articles on the topic 'IKS in Modern Education'

This research paper explores the shift towards a holistic approach to education that goes beyond mere content delivery to encompass the development of essential knowledge, skills, and attitudes (IKS) necessary for success in the modern world. It investigates the rationale behind this shift, its implications for educational practices, and the challenges and opportunities it presents.

The Indian Knowledge System (IKS) signifies a rich, diverse, and multifaceted body of knowledge that has evolved over thousands of years, includes a wide spread array of disciplines like philosophy, mathematics, science, arts, and ethics. IKS, which prioritized holistic, ethical, and spiritual development in addition to intellectual advancement, served as the historical cornerstone of Indian education. IKS, which has its roots in the intellectual and cultural traditions of ancient India, has had a significant impact on how knowledge was transmitted and adaptation took place within society. However, Western approaches have had a major influence on the Indian educational system in recent decades. Western educational approaches, which emphasize an organized, practical approach to knowledge, have largely influenced Indian education in the modern era. The potential of IKS to enhance modern education by promoting sustainability, cultural identity, and critical thinking has come back into prominence as interest in holistic education has grown. However, in this modern era, which is marked by fast technological development and globalization, it is more crucial than ever to integrate and preserve IKS inside modern educational systems. This research paper examines the significance of Indian Knowledge System (IKS) in the modern Indian education system, focusing on its importance and contribution to addressing the gaps in modern education. Moreover, it explores how integrating IKS into the current educational system might create learning environments that are sustainable, ethical, and holistic, fostering intellectual and personal growth.

This research explores the integration of Indigenous Knowledge Systems (IKS) into modern teacher education to foster culturally responsive pedagogy and sustainable learning practices. Indigenous Knowledge, rooted in generations of experience and cultural heritage, holds immense potential to enrich teaching methodologies by emphasizing community-centered, ecological, and experiential learning. The study examines current teacher education frameworks, identifies gaps in addressing cultural diversity, and analysis successful models of IKS integration globally. Findings highlight the benefits of incorporating IKS, including enhanced cultural sensitivity, inclusivity, and the promotion of ethical and sustainable educational practices. Key recommendations include developing IKS-centered curricula, providing specialized teacher training, and fostering collaboration between educators and Indigenous communities. This research underscores the need for policy reform and institutional support to ensure the effective integration of traditional wisdom into modern pedagogy.

This article explores the relevance of Indigenous Knowledge Systems (IKS) in contemporary education, emphasizing their roots in India’s Vedic traditions. Ancient Indianeducation promoted holistic development through oral pedagogy, spiritual inquiry, and moral discipline. Core elements included the Vedas, Upanishads, and six schools of philosophy, supporting values like Dharma, Artha, Kama, and Moksha. Today, IKS offer solutions for global challenges by fostering environmental stewardship, cultural preservation, health awareness, and moral education. Integrating IKS into modern curricula can nurture character, self-sufficiency, and global harmony. The article highlights the potential of ancient wisdom to shape inclusive, ethical, and sustainable educational frameworks in the present era.

The Indian Knowledge System (IKS) embodies India’s rich cultural, scientific, and philosophical traditions, offering an alternative epistemological framework for contemporary education. Despite its significance, IKS remains marginal in mainstream curricula. This paper explores the critical roles of teachers, schools, and governments in integrating IKS into the education system. It highlights the need for pedagogical innovations, institutional support, and policy frameworks to ensure effective implementation. The study underscores how a holistic inclusion of IKS can contribute to sustainable education and global knowledge dissemination. Additionally, it discusses challenges, best practices, and strategies for fostering an interdisciplinary approach that integrates IKS seamlessly with modern scientific and technological advancements.

The article discusses the outcomes of a study that explored existing endeavours integrating Indian Knowledge Systems (IKS) into mathematics education in Navi-Mumbai, India. Through an exploratory case study, researchers analysed the utilization of both contemporary and traditional technologies among pre-service and in-service faculty enrolled in faculty certification programs. The study aimed to evaluate the viability of incorporating traditional technologies and IKS into mathematics education at the college level. A total of 45 faculty members took part in a 23-item online survey, examining their technological proficiency, pedagogical approaches, content knowledge, and attitudes toward the integration of IKS. By comparing traditional/indigenous technologies with modern/digital tools, the study uncovered several obstacles that impede pre-service and in-service teachers from integrating IKS into mathematics instruction.

The Indian knowledge system (IKS), originating from ancient scriptures like the Vedas, Upanishads, and the practices of Ashtanga Yoga, offers a unique perspective on the integration of physical, mental, and spiritual aspects of life. While modern physical science has predominantly followed Western paradigms, the Indian system incorporates a holistic approach to understanding the universe, emphasizing the interconnectedness of all elements. This paper explores how the integration of IKS with modern physical education can enhance learning by combining scientific inquiry with spirituality. The Indian system provides valuable insights into atomic theory, cosmology, and the holistic nature of existence, which resonate with modern physics, such as Albert Einstein’s theory of relativity and quantum mechanics. The practices of Yoga and meditation, key elements of IKS, improve concentration, mental health, and coordination, enhancing physical education. This paper argues that integrating these approaches can provide a more comprehensive and global understanding of physical and mental well-being. By embracing both modern scientific methods and traditional Indian wisdom, students can benefit from a balanced development of mind, body, and spirit, fostering a well-rounded educational experience that nurtures both scientific reasoning and spiritual insight.

The integration of the Indian Knowledge Systems (IKS) into modern education, in alignment with the National Education Policy (NEP) 2020, represents a pivotal shift towards a more holistic and culturally grounded educational framework. This endeavour seeks to celebrate and leverage India's rich heritage of traditional knowledge, spanning disciplines like Ayurveda, Yoga, Vedas, Jyotish Shastra, and indigenous sciences and arts. The NEP 2020 emphasizes the importance of incorporating IKS into mainstream education to nurture a deeper understanding of India's diverse cultural fabric and promote a comprehensive worldview that transcends conventional academic boundaries. This integration aims to bridge the gap between ancient wisdom and contemporary knowledge, fostering interdisciplinary learning and innovation.

With the dynamic system of education today, there emerged significance in integrating diverse knowledge systems to envision learning experiences. These reflects a continuous shift in diversity of knowledge towards culture and traditions, aiming to provide learners with various challenges and opportunities and meet a wide range of perspectives and insights thus forming a comprehensive base towards the knowledge systems of India and aims at inclusivity among students to navigate and maintain interconnection of knowledge globally. IKS offer a wide range of wisdom encompassing natural, physical and indigenous sciences, ethics, traditional practices. By introducing elements of IKS into modern pedagogy, the policy seeks to provide an in-depth understanding of Indian cultural heritage which would contribute to the holistic development of the learner. This research is an exploration of how IKS can be integrated into modern pedagogy by identifying various pedagogical techniques that would help students foster deep insights and critical understanding of the world. This paper highlights the challenges and opportunities of integrating IKS into modern pedagogy.

<em>The Indian Knowledge System (IKS) is an ancient yet dynamic body of wisdom that has contributed significantly to various fields such as philosophy, science, art, medicine, and education.&nbsp; This&nbsp; paper&nbsp; provides&nbsp; an&nbsp; in-depth&nbsp; analysis&nbsp; of&nbsp; IKS,&nbsp; exploring&nbsp; its&nbsp; historical foundations, philosophical principles, contributions to diverse disciplines, and relevance in contemporary&nbsp; society.&nbsp; It&nbsp; emphasizes&nbsp; the&nbsp; importance&nbsp; of&nbsp; integrating&nbsp; IKS&nbsp; into&nbsp; modern frameworks to address global challenges in education, health, sustainability, and innovation. </em>

This study examines the National Education Policy (NEP) 2020's vision for integrating the Indian Knowledge System (IKS) into the mainstream education framework of India. The NEP 2020 emphasizes the need to revive and promote India's indigenous knowledge traditions, including disciplines such as Ayurveda, Yoga, mathematics, astronomy, and ethics, which have been historically marginalized due to colonial educational structures. By integrating IKS into curricula, teacher training, and research, NEP 2020 aims to create a holistic education system that combines traditional wisdom with modern scientific disciplines. The paper explores the historical significance of IKS, its current relevance, and the challenges involved in its integration, such as epistemological resistance, lack of standardized resources, and teacher preparedness. Additionally, it outlines strategies for successful implementation, including curriculum reforms, institutional support, and community involvement. Despite the challenges, the integration of IKS offers transformative opportunities, including fostering cultural pride, promoting sustainability, and enhancing global competitiveness. The paper concludes by emphasizing the need for a collaborative approach to realize the full potential of IKS in shaping an inclusive, interdisciplinary, and future-ready education system.

Indian knowledge is both a dynamic process and a practice. This article explores the basic elements of IKS and how they contribute to overall development. This forms the basis for understanding IKS. Education: IKS includes a variety of activities such as Ayurveda, herbal medicine, nutrition, lifestyle changes, spiritual and physical healing. Yoga is a physical method of thinking, breathing and calming the mind. Indian philosophy examines reality, consciousness and the self, and philosophies such as Vedanta provide a foundation for morality and spiritual development. Sanskrit: An ancient language used to promote spiritual understanding and wisdom. Arts: Classical dance, music, and other performing arts training promote self-awareness and discipline. This integration has many benefits. Holistic development: ICS supports the development of people’s physical, mental, and spiritual health in addition to education. This should include activities such as yoga, meditation, and the incorporation of art into the classroom; Mental and emotional health-enhancing research has shown that various ICS techniques, such as yoga and meditation, can reduce stress, increase energy, and improve mood. Cultural Perspective: Learning IKS can improve students' cultural and social awareness. This encourages people to feel a sense of community and belonging and enables them to embrace their heritage. This helps keep people safe and improve people's lives. Combining traditional Indian knowledge with modern technological advancements is a fascinating and worthwhile endeavour. This combination can provide new solutions and promote the development of various industries through the combination of time and technology.

This study examines the relevance of the Indian Knowledge System (IKS) in the context of globalization, analysing how traditional Indian wisdom can contribute to modern global challenges such as sustainability, health, and education. It highlights the role of IKS in providing alternative solutions to pressing global issues, promoting holistic well-being, and addressing ethical concerns related to globalization. Through a comprehensive review of historical, philosophical, and contemporary aspects of IKS, the study offers insights into its significance in shaping a more balanced and harmonious global future. Keywords: Indian Knowledge System, Globalization, Sustainability, Traditional Wisdom, Holistic Health, Education, Cultural Integration

Indian Knowledge Systems (IKS) integration provides a significant chance to enhance instructional practices and foster cultural diversity in contemporary education. This paper explores how Natural Language Processing (NLP) can be used to translate classical Indian literature and instructional materials, allowing the integration of traditional knowledge with modern pedagogy. The goal of the project is to provide accurate and contextually aware translations of Indian languages and knowledge systems using sophisticated natural language processing (NLP) technologies, such as machine learning and language modeling. Teachers and students can benefit from these translations by having access to a plethora of knowledge on topics rooted in India's rich history, including philosophy, science, mathematics, and literature. In order to provide accurate and respectful translations of the content, the research also discusses ethical issues and obstacles related to translating IKS. This emphasizes the importance of working in conjunction with Indian communities and researchers. The aim of this endeavor is to create a holistic and inclusive educational experience that respects India's past and equips students for the globalized world by incorporating IKS into contemporary education.

<strong>Abstract:</strong><strong> </strong>The Indian Knowledge System (IKS) is a repository of ancient wisdom encompassing diverse fields such as philosophy, science, medicine, mathematics, art, and governance. Historically, it contributed significantly to global advancements in various domains. In the contemporary era, IKS is regaining recognition due to its relevance in sustainable living, holistic education, and ethical governance. This article explores the evolution and significance of the Indian Knowledge System, its impact in historical contexts, and its modern-day applications in education, healthcare, and technology. The study also emphasizes the need to integrate IKS with contemporary knowledge paradigms for a sustainable and inclusive future.

Indian Knowledge Systems (IKS) represent a vast and ancient repository of wisdom that encompasses various fields such as philosophy, science, medicine, arts, and management. It is rooted in the cultural and spiritual heritage of India. IKS has significantly influenced the development of thought and practices in Indian culture. The purpose of this paper is to examine the initiatives that are being taken in India in recent years to revitalize the economy and skill development systems&nbsp;&nbsp; from our tradition education system to modern technical education. From the perspectives of country&rsquo;s economic development these initiatives include strengthening of the higher and technical education system of the country. It &nbsp;bringing about a paradigm shift in the national skill development system through the plans of action .The new policy frameworks for education and skill development by Government Ministries. These are examined from the point of view of moving India up the ladder of knowledge economy The paper flash light on several contemporary aspect of Indian knowledge system initiatives which have been continually taken up by the Government in the past to accelerate economy.

The Indian Knowledge System (IKS) in architecture encompasses a rich tapestry of ancient wisdom, integrating scientific, spiritual, cultural, and environmental considerations into the built environment. Rooted in texts like Vastu Shastra and principles of sacred geometry, IKS emphasizes spatial harmony, sustainability, and human well being. This paper explores the guiding principles of IKS, focusing on the holistic approach it advocates for the design and construction of spaces. It examines how these traditional systems have influenced the development of architectural practices in India, shaping everything from urban planning to sacred structures. Despite its profound relevance, especially in the context of contemporary global concerns like sustainability and energy efficiency, the application of IKS in modern architecture faces challenges. Issues such as the lack of formal education in traditional systems, resistance to integrating ancient wisdom with contemporary design, and urbanization pressures complicate the widespread implementation of these principles. The paper also discusses potential solutions, including interdisciplinary collaboration, technological integration, and policy support, to bridge the gap between traditional knowledge and modern architectural practices. In conclusion, this study underscores the importance of reviving and adapting IKS to address current architectural and environmental challenges while respecting cultural heritage.

This research explores how indigenous knowledge systems (IKS) contribute to sustainable management practices in rural economies. As modern development models face increasing scrutiny for environmental degradation and social inequality, rural communities are turning to time-tested indigenous methods rooted in local wisdom, cultural values, and ecological balance. The study highlights how IKS provides an effective framework for resource conservation, agricultural resilience, water management, and community governance. Through a combination of data analysis, case studies, and survey responses, the paper reveals the practicality, adaptability, and relevance of traditional knowledge in promoting sustainability. It also recommends pathways for integrating IKS into formal policy and education systems for inclusive and resilient rural development.

The Indian Knowledge System (IKS) was revitalized in New Education Policy (NEP), 2020, with the aim “to completely decolonize the Indian mind by generating interest and healthy critical reverence for the unbroken knowledge traditions of Bharata for the welfare of the world.” In line with the motto, the objective of this research is to play the role of a linking-pin between the Indian Knowledge System (IKS) and the theories of personality, leadership, and motivation in modern management practices. For this, a study of Vedic theory of 12 zodiac signs for determination of personality is incorporated. Moreover, the leadership and motivation lessons from the Ramayana, Bhagvad Geeta, which is a part of the Mahabharat, are critically analyzed to relate their implication to the modern management practices in India. It is recommended that the adoption of Vedic Management lessons taught in IKS can escalate the company’s effectiveness and efficiency.

Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and nurture holistic growth among learners. Drawing from the insights of indigenous knowledge (IK) and the philosophies of educational luminaries like APJ Abdul Kalam, Swami Vivekananda, Mahatma Gandhi, and Rabindranath Tagore, this paper highlights the historical significance, challenges, opportunities, and strategies for successful integration. The interplay between NEP 2020 and IKS emphasizes the need for inclusive, culturally sensitive, and sustainable educational approaches. By leveraging traditional wisdom alongside modern pedagogical methods, India can create a more empathetic and inclusive educational system that meets the diverse needs of its learners and contributes to the global agenda for quality education.

Integration of Indigenous Knowledge Systems (IKS) and Indian educational philosophies into the National Education Policy of 2020 (NEP 2020) holds immense potential for advancing Sustainable Development Goal Four (SDG 4) - Quality Education. This review study explores the impact and challenges of harmonizing Indian educational philosophies with NEP 2020 and investigates its alignment with achieving quality education for all. By recognizing the value of IKS and incorporating it into educational practices, India has the opportunity to foster cultural identity, promote sustainable development, and nurture holistic growth among learners. Drawing from the insights of indigenous knowledge (IK) and the philosophies of educational luminaries like APJ Abdul Kalam, Swami Vivekananda, Mahatma Gandhi, and Rabindranath Tagore, this paper highlights the historical significance, challenges, opportunities, and strategies for successful integration. The interplay between NEP 2020 and IKS emphasizes the need for inclusive, culturally sensitive, and sustainable educational approaches. By leveraging traditional wisdom alongside modern pedagogical methods, India can create a more empathetic and inclusive educational system that meets the diverse needs of its learners and contributes to the global agenda for quality education.

The integration of the Indian Knowledge System (IKS) into modern education, facilitated through digital media, represents a burgeoning field of academic and practical interest. This research paper explores how traditional Indian educational content, including philosophy, sciences, arts, and spiritual practices, can be effectively blended with contemporary educational technologies to enhance learning experiences and outcomes. The study conducts a thorough literature review of existing academic papers, educational policies, and case studies to examine current integration and identify best practices and challenges in the field. It highlights the adoption of digital platforms such as e-learning courses, mobile applications, and virtual libraries that make IKS accessible to a broader audience. Furthermore, the paper discusses the potential benefits of this integration in fostering cultural heritage, improving cognitive diversity, and addressing educational needs in the digital age. It also critically analyzes the obstacles faced, including issues of cultural sensitivity, technological access, and authenticity. Finally, the paper proposes recommendations for educators, policymakers, and technologists aiming to further this integration, emphasizing the need for collaborative development and culturally aware methodologies. This research aims to contribute to the discourse on educational innovation, offering insights that could inform future strategies in educational practice and policy concerning the Indian Knowledge System.

<strong>Abstract</strong> <strong>&nbsp;</strong> <strong><em>Indian Knowledge Systems (IKS), which include philosophy, education, science, the arts, and governance, is a rich source of traditional knowledge that prioritizes self-reliance, ethical behavior, holistic living, and harmony with the natural world. Mahatma Gandhi, a modern-day visionary, offered a revolutionary framework for societal advancement by incorporating these timeless ideas into his beliefs in social justice, sustainability, and education. This essay explores the connections between Gandhian philosophy and IKS, emphasizing their continued applicability in addressing modern issues like environmental degradation, educational reform, and international injustices. Examining IKS from a Gandhian perspective highlights how traditional knowledge and contemporary innovations can be combined to produce long-lasting answers. Proposing an integrative paradigm, the paper imagines a future in which technological advancement and indigenous knowledge coexist, promoting ecological balance, equitable growth, and a peaceful international community.</em></strong> <strong>&nbsp;</strong> <strong>Introduction</strong> &nbsp; The huge body of knowledge found in Indian Knowledge Systems (IKS) spans many different fields, such as philosophy, education, science, the arts, and governance. The holistic worldview of IKS, which has its roots in ancient traditions, emphasizes self-reliance, ethical living, harmony with environment, and interconnection. Deep insights into sustainable life and the search for knowledge that goes beyond materialistic objectives are provided by these systems. IKS has gained prominence as a framework for sustainable and equitable development in the modern day, when issues like social injustices, environmental disasters, and educational chaos are becoming more severe. A key player in India's independence movement and a visionary leader, Mahatma Gandhi struck a profound chord with Indian knowledge systems. His life and work demonstrated a blend of contemporary pragmatism and traditional Indian wisdom. Gandhi was greatly influenced by traditional Indian values, which included self-reliance (Swadeshi), truth-seeking (Satya), and nonviolence (Ahimsa). He thought that the social, economic, and environmental issues of his era might be resolved by reviving and utilizing IKS in conjunction with modern inventions. Gandhi's ideas are still very applicable in the twenty-first century since they provide a framework for rethinking education and development. IKS and Gandhian principles come together to form a strong foundation for sustainable development and holistic life. Both place a strong emphasis on integrating moral principles into all aspects of life and support an educational system that fosters moral ideals, character, and practical skills in addition to academic knowledge. By fusing work, education, and ethics, Gandhi's Nai Talim (Basic Education) demonstrated this unity and promoted the value of hard effort and lifelong learning. Regarding IKS, this is consistent with traditional Indian teaching approaches that prioritize hands-on learning and education that is focused on the community. Gandhian philosophy and the ideas of IKS offer useful answers to today's problems, which include ecological degradation, educational disparity, and the loss of cultural legacy. For instance, Gandhi's idea of ecological stewardship and modest life is reflected in IKS's emphasis on living in balance with nature. Likewise, IKS's community-based methods align with Gandhi's emphasis on decentralized development, encouraging inclusive and sustainable local solutions. Applying these ideas in contemporary settings has the ability to close the gap between conventional thought and contemporary developments. This essay aims to investigate the relationship between Gandhian principles and Indian knowledge systems, arguing for their applicability in tackling today's pressing international concerns. The conversation seeks to demonstrate the transformative potential of fusing old wisdom with contemporary activities by examining their shared values and distinctive contributions. The study imagines a time when these all-encompassing strategies promote ecological balance, educational reform, and sustainable development, creating a society based on moral principles and peaceful cohabitation. &nbsp; <strong>The Essence of Indian Knowledge Systems</strong> &nbsp; IKS provides a multifaceted viewpoint in which knowledge is transformational rather than just transactional. Important principles consist of: &nbsp; <strong>1. Holistic Learning: </strong> The emphasis of ancient Indian education, which was exemplified by institutions like Takshashila and Nalanda, was on holistic learning that combined spiritual and material knowledge. This method aimed to raise people who developed their intelligence, morals, and character in a balanced way. A variety of subjects, including as philosophy, mathematics, medicine, and the arts, were taught to the students in addition to moral and spiritual lessons. Producing well-rounded people who could pursue enlightenment and personal development while also addressing society concerns was the goal. By encouraging pupils to think critically, be disciplined, and pursue lifelong learning, teachers (gurus) developed an educational system that integrated spiritual insight with practical skills, promoting cultural growth and societal well-being. &nbsp; <strong>2. Sustainability and Ecology: </strong> The harmonious coexistence of humans and nature is emphasized in ancient Indian literature such as the Atharva Veda, which promote ecological balance and sustainable living. They emphasize how crucial it is to protect biodiversity, maintain natural resources, and practice environmental stewardship. Ancient Indian agriculture relied heavily on techniques like crop rotation, organic farming, and water conservation to maintain soil fertility and long-term harvests. A profound awareness of ecological preservation is demonstrated by practices like rainwater gathering and sacred grove maintenance. Because they provide tried-and-true answers to contemporary environmental problems and foster ecosystem resilience and sustainability, these old methods and ideologies are becoming more and more important today. <strong>&nbsp;</strong> <strong>3. Ethical Framework: </strong> The word Dharma or the principle of righteousness, is the ethical basis that guides the behavior of individuals and society in Indian Knowledge Systems (IKS). Based on moral, spiritual, and ecological awareness, Dharma emphasizes the alignment of actions with universal harmony and justice, promoting responsibility towards self, society, and nature, and fostering sustainable coexistence. The Bhagavad Gita and Manusmriti are among the ancient texts that emphasize the importance of adhering to Dharma in both personal and professional spheres. This ethical framework ensures fairness, compassion, and balance, preventing the exploitation of individuals or resources. By incorporating Dharma, IKS offers timeless guidance for promoting environmental sustainability and societal well-being &nbsp; <strong>4. Community-Centric Approach: </strong> Indian customs place a strong emphasis on a community-centric attitude, giving the welfare of the group precedence over personal goals. These traditions, which have their roots in ideas like Sarvodaya (the benefit of all) and Vasudhaiva Kutumbakam (the world as one family), promote inclusivity, cooperation, and shared prosperity. This philosophy is reflected in customs including joint family arrangements, resource sharing, and community farming. Social cohesiveness and group decision-making are promoted via festivals, customs, and village councils (panchayats). This strategy assures that progress benefits everyone, especially excluded groups, and reduces socioeconomic inequities. These tried-and-true ideas provide important guidance for attaining just and sustainable societal development in a period of increasing individualism. <strong>&nbsp;</strong> <strong>Gandhian Ideals and Their Roots in IKS</strong> <strong>&nbsp;</strong> The ideas of IKS and Mahatma Gandhi's ideology are very similar. Indigenous knowledge is the foundation of his support for Swaraj (self-rule), Sarvodaya (welfare for all), and Swadeshi (self-reliance). Important elements consist of : &nbsp; <strong>1. Education and Nai Talim: </strong> Gandhi's Nai Talim (Basic Education) approach reinterpreted education by fusing intellectual and moral growth with practical skills. Inspired by the ancient Gurukul system, it placed a strong emphasis on combining the hands, heart, and brain to promote holistic growth. Gandhi promoted craft-based education, which connected learning to real-world situations through activities like weaving, gardening, and spinning. This method sought to develop students' independence, social awareness, and ethical foundation. Nai Talim promoted worker dignity and social harmony by tying academic study to constructive employment. In contemporary settings, it continues to be a trailblazing paradigm for inclusive and socially conscious education. &nbsp; <strong>2. Sustainability and Non-Violence: </strong> Gandhi's fight against industrial exploitation and his idea of a simple life are in line with the sustainable customs that are ingrained in Indian culture. His support of ecological harmony, simplicity, and non-consumerism is consistent with traditional customs that placed a high value on harmony with the natural world. The teachings of Buddhism and Jainism, two essential elements of Indian Knowledge Systems (IKS), are the foundation of the Gandhian principle of ahimsa, or non-violence. Ahimsa encourages empathy and reverence for all living things, including the environment. Gandhi's focus on non-violence highlights how all beings are interconnected and promotes a morally sound strategy for addressing social and environmental issues. &nbsp; <strong>3. Economic Self-Reliance: </strong> Gandhi exemplifies the Swadeshi ethic by supporting Khadi and village industries and promoting economic independence through community empowerment and local resources. Gandhi aimed to improve rural economies, encourage local craftsmanship, and lessen reliance on imported commodities by promoting the manufacture of hand-spun fabric and small-scale companies. The ideas of Indian Knowledge Systems (IKS), which prioritize decentralized and independent economies, are consistent with this vision. IKS supports community-driven, sustainable development models that use local resources to address community needs, developing resilience and economic independence while advancing social and environmental well-being. &nbsp; <strong>4. Spirituality in Action: </strong> Gandhi saw spirituality not as a set of rituals but as a living, practical experience. Texts such as the Bhagavad Gita, which highlights the significance of living in line with one's highest principles and selfless action (Karma Yoga), served as motivation for him. According to Gandhi, genuine spirituality shows up in day-to-day activities via dedication to the truth, non-violence, and service to others. Indian Knowledge Systems (IKS), which emphasize the incorporation of spiritual ideas into everyday life, are characterized by this idea of spirituality as action. Gandhi's strategy emphasizes how spirituality ought to direct moral behaviour, social justice, and individual development in practical settings. <strong>Contemporary Relevance of Gandhian Ideals and IKS</strong> &nbsp; The fusion of IKS with Gandhian principles in the present day provides answers to urgent global issues. Important application areas consist of: &nbsp; <strong>1. Education Reform: </strong> Modern schooling frequently places a strong emphasis on rote memorization, which inhibits creativity and critical thinking. By combining the holistic approach of Indian Knowledge Systems (IKS) with Gandhian ideas of experiential learning, education can change to promote creativity, moral reasoning, and problem-solving abilities. As seen by his idea of Nai Talim, Gandhi's emphasis on experiential learning motivates pupils to actively interact with their surroundings, fostering the development of moral character and practical knowledge. This is supported by IKS, which emphasizes self-awareness, connection, and the growth of a well-rounded person. These methods can be combined to develop pupils who are not only knowledgeable but also able to think critically and act morally. &nbsp; <strong>2. Sustainable Development: </strong> The ecological issues of the world necessitate a change to environmentally conscious, sustainable behaviours. Gandhian ideals, which emphasize non-exploitation and simple life, are consistent with the philosophy of Indian Knowledge Systems (IKS), which promotes sustainable solutions. Gandhi's dedication to self-reliance and environmentally sustainable methods, such organic farming and handcrafting, goes hand in hand with IKS's ingrained reverence for the natural world. When combined, these frameworks support organic farming, renewable energy, and conservation-based urban design. We can build resilient communities that successfully address today's environmental issues by incorporating these ideas into contemporary development techniques. These communities will strike a balance between ecological well-being and social and economic advancement. <strong>3. Inclusive Economy: </strong> Because the international economy frequently sustains exploitative regimes, inequality has increased. By highlighting local economies, cooperative structures, and ethical trade, a Gandhian-IKS framework provides a transformative approach. Gandhi encouraged community-driven economic growth by emphasizing self-sufficiency through Khadi and village businesses, which lessens dependency on international exploitation. IKS backs these concepts by appreciating decentralized economies and just, sustainable methods. Through the promotion of cooperative ownership and ethical commerce, this framework aims to establish fair economic structures that give social welfare, environmental conservation, and local empowerment top priority. In contrast to the existing economic model, it promotes inclusive growth and lessens systemic inequalities. &nbsp; <strong>4. Mental and Physical Health: </strong> Ayurveda and yoga's comebacks demonstrate the Indian Knowledge Systems' (IKS) enduring value in fostering holistic health, which emphasizes the union of the mind, body, and spirit. Together with Ayurveda's natural healing methods, yoga's focus on physical postures, breathing exercises, and meditation provides a holistic approach to wellness. In addition to these activities, Gandhi's principles of self-discipline, balance, and simplicity promote a way of living that supports mental and physical health. Amidst contemporary lifestyle problems like stress and chronic illness, this Gandhian-IKS viewpoint offers a balanced and sustainable route to health, promoting resilience and general well-being. &nbsp; <strong>Challenges in Reviving IKS Through Gandhian Ideals</strong> &nbsp; Although IKS and Gandhian ideals have great promise, their incorporation into modern systems is hampered by a number of issues: &nbsp; <strong>1. Westernization of Knowledge: </strong> Traditional knowledge systems are frequently marginalized by the predominance of Western paradigms in administration and education, which results in a one-size-fits-all strategy that ignores different cultural viewpoints. While indigenous and local knowledge systems, including those in agriculture, medicine, and spirituality, are either ignored or underestimated, Western forms of science, technology, and governance have been given precedence in many countries. In addition to undermining cultural identities, this marginalization reduces the possibility of finding different, situation-specific answers to today's problems. Societies can develop more inclusive, sustainable, and culturally appropriate frameworks for governance and education by acknowledging and incorporating traditional knowledge systems. &nbsp; <strong>2. Documentation and Standardization: </strong> Formalizing and incorporating Indian Knowledge Systems (IKS) into mainstream frameworks is extremely difficult because a large portion of IKS is still undocumented or fragmented. Traditional knowledge, which is transmitted orally, through regional customs, and through community-based education, frequently lacks systematic recording or written records. It is challenging to retain, research, and use IKS in modern situations due to the lack of standardized formats. Furthermore, attempts to incorporate IKS into contemporary frameworks for development, policymaking, and education are hampered by its lack of official acknowledgment. Efforts must be directed on recording, conserving, and standardizing IKS in order to overcome this and guarantee their inclusion in future social advancements while honouring their indigenous context. &nbsp; <strong>3. Cultural Disconnection: </strong> Cultural alienation has increased as a result of rapid urbanization and globalization, particularly among younger generations. Traditional values, customs, and languages are being progressively disregarded in favour of contemporary, Westernized lifestyles as cities grow and the impact of the world grows. Cultural identity may erode as a result of younger people's inability to relate to or value indigenous customs due to their frequent exposure to global media and technology. The preservation of traditional knowledge, arts, and customs is at risk due to this gap. In order to overcome this, initiatives must be made to protect and promote indigenous traditions, giving future generations a sense of pride and continuity in the face of global change. &nbsp; <strong>4. Policy and Implementation Gaps: </strong> Although the importance of Indian Knowledge Systems (IKS) is becoming more widely acknowledged, turning these insights into workable policies is still a difficult task. IKS integration into contemporary frameworks for development, education, and governance calls for a great deal of work, cross-sector coordination, and alignment. It can be challenging for policymakers to reconcile traditional knowledge with modern demands, especially when it comes to formalizing and standardizing indigenous traditions. In order to execute policies effectively, academic institutions, governmental organizations, and local communities must work together and establish mechanisms for documenting, preserving, and promoting IKS in a way that is both pertinent and flexible enough to be used in contemporary settings. &nbsp; &nbsp; <strong>Pathways for Revival and Integration</strong> &nbsp; To overcome these obstacles, a multifaceted strategy is necessary: &nbsp; <strong>1. Policy Interventions: </strong> For ancient wisdom to be preserved and applied in contemporary settings, governments must give Indian Knowledge Systems (IKS) top priority when developing policies related to education, health, and the environment. Incorporating Indian customs and cultural knowledge into the curriculum is emphasized in the National Education Policy (NEP) 2020, which provides a potential foundation. It supports a comprehensive educational strategy that incorporates IKS with contemporary scientific knowledge, encouraging sustainability, moral principles, and community-driven growth. Governments can promote a more inclusive, sustainable, and culturally sensitive approach to national progress and well-being by coordinating health, education, and environmental policies with IKS. &nbsp; <strong>2. Research and Documentation: </strong> Bridging the gap between ancient wisdom and contemporary science requires systematic attempts to record and validate traditional knowledge. We may conserve important insights that have been refined over generations by meticulously documenting indigenous practices, such as those in agriculture, medicine, and environmental management. This documentation can serve as a basis for scientific investigation, presenting fresh viewpoints on resource management, sustainability, and health. Traditional knowledge has legitimacy and significance in modern circumstances when it is validated using exacting scientific methodologies. By ensuring that traditional knowledge is combined with contemporary advancements, such initiatives promote a more comprehensive and long-term method of problem-solving. &nbsp; <strong>3. Public Awareness: </strong> A strong sense of pride and ownership among residents can be fostered by public awareness initiatives that emphasize the importance of Indian Knowledge Systems (IKS) in daily life. These campaigns can assist people in understanding the importance of IKS in tackling current issues by demonstrating how traditional methods in fields like sustainability, health, and agriculture contribute to contemporary solutions. Cultural identity can be strengthened and sustainable living encouraged by supporting regional crafts, indigenous eating customs, and environmental care. These kinds of programs can encourage people to incorporate IKS into their everyday lives, fostering a sense of shared obligation to protect and uphold these priceless customs for coming generations. <strong>4. Collaborative Platforms: </strong> The practical application of Indian Knowledge Systems (IKS), which are in line with Gandhian ideals of independence, sustainability, and social welfare, can be greatly aided by collaborative platforms including academia, business, and communities. These platforms can help close the gap between traditional knowledge and contemporary technological breakthroughs by establishing partnerships. While enterprises can assist in scaling up indigenous practices for real-world application, academic institutions can investigate and validate them. Communities can offer insightful information about the local applicability of IKS, guaranteeing that the solutions are advantageous and suitable for the local culture. These partnerships foster equitable, sustainable development based on the Gandhian values of harmony, simplicity, and service. &nbsp; <strong>Conclusion</strong> &nbsp; Indian Knowledge Systems (IKS) provide a potent framework for addressing the urgent issues of the modern world when examined through the prism of Gandhian principles. The fundamental ideals of IKS, which place a strong emphasis on ethical behaviour, sustainable living, and harmony with nature, are strongly aligned with Gandhiji's ideas of non-violence, truth, simplicity, and self-reliance. These principles align with global hopes for a more fair, sustainable, and just future where advancement is determined by societal and human well-being rather than merely financial gain. When IKS is combined with contemporary innovations and guided by Gandhian principles, a comprehensive strategy that fosters individual and group development is produced. Gandhian principles advocate for innovations that serve the larger good rather than just financial gain, and they urge for the reconciliation of ethical considerations with technological advancement. We may address environmental issues, social injustices, and moral conundrums by combining traditional knowledge with modern understanding, paving the way for a solution that preserves natural balance and human dignity. Gandhian values and IKS work together to provide a sustainable framework for the future that offers answers that are both realistic and ethically sound. More than just an academic endeavor, the resuscitation of this relationship is a cultural and moral necessity that guarantees the survival of India's age-old knowledge. With its foundation in Gandhian philosophy, IKS's insights provide a beacon of hope for bringing about world peace in today's fast changing world, where the need for ethical behaviour and sustainable development is more important than ever. This blending of ageless customs and cutting-edge technology has the power to uplift and impact public opinion, reinforcing India's position as a leader and source of knowledge in building a more equitable, inclusive, and sustainable world for coming generations.

Sustainable development has emerged as a critical global goal, and education plays a critical role in achieving it. This paper explores the integration of Indian knowledge systems into modern education to enhance sustainability in education, role of education to achieve sustainable development, different strategies for integrating IKS in Education etc. Drawing from ancient Indian philosophies and practices, such as Buddhism, Jainism, and Hinduism, this study proposes a framework for incorporating these values into contemporary educational practices. By incorporating Indian knowledge systems into modern education, we can foster a deeper understanding of sustainability principles and promote a holistic approach to sustainable development. This paper suggests that integrating Indian knowledge systems into education can empower learners to address complex sustainability challenges and contribute to a more sustainable future.

<strong>Abstract</strong> <strong>&nbsp;&nbsp;&nbsp;&nbsp;</strong>&nbsp;&nbsp; The National Education Policy (NEP)2020 aims to strike a balance between traditional knowledge and current technologies. The next generation should be capable of leading a prosperous future with a rich cultural heritage. The National Education Policy (NEP) 2020 stresses the Indian Knowledge System (IKS) as a critical component of Indian education. It acknowledges the value of India's rich intellectual, cultural, and scientific legacy and seeks to incorporate it into modern education. The National Education Policy 2020 focuses on the integration of the Indian Knowledge System, the development of ancient languages, and holistic, multidisciplinary learning in collaboration with the National Mission for Manuscripts and Indigenous Knowledge. The Indian Knowledge System (IKS) is the immense collection of traditional knowledge developed in India over thousands of years. It includes fields such as philosophy, physics, mathematics, medicine, architecture, linguistics, arts, and government. The Indian Knowledge System is firmly anchored in India's historical writings, oral traditions, and indigenous customs, all of which influenced global knowledge systems &nbsp; &nbsp;

Education is the fundamental right of citizens that helps to develop the intellectual ability, social inclusion, moral development, problem solving skills of learners. NEP 2020 is the first National education policy of 21st century, comes in the picture to make a bridge between the gaps of the various concept of previous education policies in the present context. The objectives of the study was to know how holistic development should be promote through Indian Knowledge System impart of NEP-2020 to implement Indian knowledge system and to find out the major challenges of implementation of IKS in present educational system. The present study was a meta-analysis. The study was conducted through the literature review on the basis of the papers, articles, ancient text and different policy documents. The NEP-2020 introduce the concept of Indian Knowledge System in fundamental principle of this policy through this words “a rootedness and pride in India, and its rich, diverse, ancient and modern culture and knowledge Systems and traditions”. The study shows Indian ancient culture, ethos, moral practices, Ayurveda, Astronomy, Yoga, Literature, Mathematics etc. helps the learners to promote their learning in multidisciplinary way which is also helpful in our today’s life. The concept of ‘vishwa guru’ is introduced for reflecting India as the ‘Global super power’ through a vibrant and excellent knowledge building capabilities. Indian Knowledge System (IKS) helps to promote holistic development of learners with in traditional education system along with modern education benchmark according to the educational and learning objectives of knowledge enhancement human resources through quality education.

The purpose of the study was to unravel constituents of the indigenous knowledge systems (IKS) and appreciate people&amp;rsquo;s experiences in predicting the weather in daily undertakings. The objectives of the study were; to identify factors or systems used, establish the knowledge used in predicting the weather and compare the indigenous and current scientific method of predicting the weather. Qualitative and quantitative research designs were used. Primary data was collected through semi structured, face-to-face and in-depth interviews. This was complemented by secondary data collected through desk reviews of relevant published materials. The findings reveal that indigenous knowledge systems have been employed by people of Mukonchi chiefdom since time immemorial. There has also been reliance on IKS to make decisions pertaining to livelihoods such as agricultural activities. However, IKS in the area remains undocumented. Observation of several occurrences in combination or singularly relating to plants, animals, insects and astronomical events were factors of significant importance in the knowledge of weather extrapolation. Elements such as age, frequency of use of the IKS and level of education were seen to be of momentous prominence in utilisation of the indigenous knowledge as modern means of weather forecasting which are applicable to local community environment.

The Indian Knowledge System (IKS) embodies centuries of ancient customs, traditions, and pre-existing knowledge. These elements helped mould and shape social norms and values in society. Schemes of IKS are found in numerous ancient texts, folklore, and community knowledge systems in India and have shaped multiple domains like Philosophy, Medicine, Agriculture, and even Spirituality. IKS flora and fauna feature women who have historically been subjugated and oppressed, leading to their significance being marginalised through patriarchal societies. This study aims to construct and comprehend IKS and its frameworks to interrogate patriarchy, perceive gender equity, and understand its effectiveness. It seeks to retrace the empowering narratives, often marginalised concerning historical documents and Indian Vedic literature, that enshrine women scholars like Gargi and Maitreyi. Additionally, it focuses on the more traditional cultures from matrilineal societies like the Khasi and Naga tribes where gender relations have facilitated women&rsquo;s socio-political power. The study investigates contemporary approaches to Indian Knowledge Systems drawing from women&rsquo;s traditional agricultural, herbal, and eco-friendly farming as pathways to empowerment and economic activity. In pursuit of women empowerment through economic participation, the study seeks to incorporate these facets into the modern education system, policy structures, and development programmes to bring about change towards gender equity. From this perspective, indigenous knowledge systems (IKS) can significantly contribute towards combating gender discrimination as well as enabling the creation of a more equitable society.

The Wholeness Curriculum for Early Childhood Care and Education [ECCE] is considered to be an approach that is holistic and focuses on the self-development of the learner, which as per the Indian Knowledge System [IKS], is known as Aatman and the very existence and its interconnectedness. The research&rsquo;s acute focus on cognitive and experiential learning components tries to bring balance by developing a framework drawn by mixing conventional philosophy with the modern teaching pedagogy of the Indian knowledge system. Samskara, the mental disposition emphasises the formulation of a child's persona through exposure to introspective learning and through observation. The journey of wisdom and Aatman through the interconnectedness are elaborated in IKS. In addition to academic knowledge, IKS is very much relevant and in line with the need for education that empowers young minds with moral, social, and spiritual values. Literature about Moksha (state of liberation), Karma (the governing laws of deeds and actions), and Dharma (the way of life) the Wholeness Curriculum develops a learner into a culturally-rooted global citizen. The curriculum covers all fundamental elements of Indian knowledge systems, the ancient art of storytelling, yoga, meditation, music, painting, sound education and experiential learning; that helps learners develop their inner persona, emotional intelligence, and sense of interconnectedness. This research study is conducted by gathering secondary data sources, namely Indian scriptures, smriti, research on Indian education, and early childhood best practices, to affirm the impact of the suggested model. The multidisciplinary approach aims at promoting the need by incorporating cultural customs while meeting the needs of rapidly changing pedagogies in early childhood care and education.

Modern education systems focus on fostering intellectual growth of students. This research article aims to shed light on the challenges in teaching Sanskrit in modern education systems with regard to social attitudes. The New Education Policy 2020 (NEP 2020) places emphasis on integration of traditional knowledge systems, including Sanskrit into modern curriculum. Sanskrit plays a crucial role in preserving the heritage of India while also fostering skills that are valuable in various academic pursuits. Indian Knowledge Systems (IKS) emphasizes experiential and contextual learning, where knowledge is firmly grounded in real-world situations and practical experiences (Sehgal, 2023). The NEP 2020 introduced several reforms aimed at transforming India’s education system. It seeks to revive and promote sanskrit considering its importance in understanding India’s cultural roots. However, it also acknowledges the difficulty of language and limited practical application in routine life. The article also presents probable solutions to overcome the challenges in teaching sanskrit.

The Bhagavad Gita's 18th chapter provides significant leadership lessons by highlighting the value of moral behavior, self-control, and purpose-driven activity. The incorporation of these age-old teachings into modern leadership frameworks is examined in this study, especially in light of India's National Education Policy (NEP) 2020. The study intends to close the gap between conventional wisdom and contemporary leadership practices, emphasizing Indian Knowledge Systems (IKS). This study offers an approach to moral leadership that is consistent with the inclusive and comprehensive objectives of NEP 2020 by analyzing the fundamental ideas of the 18th chapter of the Bhagavad Gita. The study emphasizes how 14 key verses addressing leadership issues in the changing management practices incorporate ethical leadership from Gita and offer practical recommendations for encouraging ethical behavior, reflection, and social responsibility in today's leaders. This study contributes to future leaders' moral and efficient development by providing fresh perspectives on incorporating IKS into contemporary leadership practices.

<strong>Purpose:</strong>&nbsp;Indigenous knowledge Systems is a discipline that has received acknowledgement even from United Nations forums. However, the discussion of Indigenous Knowledge Systems practiced in the Dande valley of Zimbabwe is still hazy and unclear and the concerned citizens like academics ,call for an institutional and policy change has been ignored. Though there has been a ministry of Science and technology in Zimbabwe, its focus was mainly on modern science, even though indigenous knowledge was mentioned ,evidence on the ground shows that indigenous knowledge was given very little consideration. It is also the thrust of this paper to point into perspective the adaptive measures taken by the Dande community against climate change using Indigenous Knowledge Systems (IKS). Issues discussed focused on the role of IKS on plant phenology, health and risk reduction, food and security, art natural resource management as they are understood in the Climate change discourse. <strong>Research Design:</strong>&nbsp;The study was conducted in the Dande Valley of Zimbabwe which consists of 3 districts of Mashonaland Central Province namely; Mbire, Mount Darwin and Muzarabani. Data for this study were solicited through structured interviews, interviews with indigenous experts, traditional leaders, members of the Dande community; focus group discussion was also used to manipulate the community perception, current practices on adaption to climate change. Information on IKS and climate change was gathered through the participatory approach. The strength in this approach lies in the fact that it involves documenting of real events, recording what people say and observing behaviour.` <strong>Findings:</strong>&nbsp;Results from the study revealed that many scholars and some academics have a negative attitude towards IKS; however information gathered proved that IKS plays an important role in the Dande community. IKS adaptive strategies against climate change are based on environmental issues like, plant phenology, health and health, and natural resources management. The study established that there is every reason for policy change and implementation in Zimbabwe . To ensure sustainability of the IKS ,the study suggests that institutes of higher learning like Bindura University of Science Education and the Zimbabwe Open University to devise supportive systems that enable collection, analysis, storage information and dissemination of IKS information through a Meta Data base focusing on Dande Valley and other parts of the country rich in indigenous knowledge. <strong>Originality/Value:</strong>&nbsp;This study will add to the knowledge base of IKS and climate change in fragile environments and of particular note the Dande Valley in Zimbabwe. The study will also enlighten and provide information to policy makers, researchers, academics and general citizens to make informed decisions. It will also help all interested stakeholders to think seriously on IKS and climate change discourse.

Odisha, a state in eastern India, has played a significant and multifaceted role in the development and preservation of the Indian Knowledge System (IKS). This research paper delves into the diverse contributions of Odisha, exploring its rich literary, scientific, technological, religious, and philosophical heritage. The study begins by examining the historical context of Odisha, emphasizing its role as a vibrant center of learning and culture in ancient India. It then moves on to highlight the state's literary achievements, including the creation and preservation of classical texts in Sanskrit, Oḍiā, and other languages, as well as the profound influence of its poets and scholars on Indian literature. The paper further investigates Odisha&rsquo;s contributions to science and technology, focusing on ancient advancements in fields such as metallurgy, architecture, mathematics, and astronomy. Additionally, the state&rsquo;s religious and philosophical contributions are analyzed, particularly the impact of the Jagannātha Cult, Buddhism, and Jainism on Indian thought and spirituality. The role of Odisha in the preservation and continuation of IKS is also discussed, with attention given to the state&rsquo;s efforts in safeguarding traditional knowledge through its educational institutions, manuscripts, and cultural practices. This paper asserts that Odisha&rsquo;s contributions to the Indian Knowledge System are not only historically significant but also continue to be relevant in contemporary times. The state&rsquo;s ability to integrate ancient wisdom with modern educational practices positions it as a crucial player in the on-going evolution of IKS. Odisha&rsquo;s rich cultural and intellectual heritage, preserved through its literature, science, religion, and education, remains a vital part of India&rsquo;s knowledge landscape, offering valuable insights and lessons for future generations.

The Indian Knowledge System (IKS), highlighted in the National Education Policy (NEP) 2020, integrates traditional wisdom with modern governance to enhance political participation and ethical leadership. Drawing from ancient texts like the <em>Arthashastra</em>, <em>Manusmriti</em>, <em>Mahabharata</em>, <em>Thirukkural</em>, and <em>Ramayana</em>, this study explores India&rsquo;s historical democratic traditions, including the Lichchhavi Republics and Panchayat Systems, which continue to shape governance today. Philosophies of Mahatma Gandhi, Swami Vivekananda, and Sri Aurobindo emphasize truth, non-violence, selfless service, and spiritual integrity in leadership. Concepts such as <em>Rajadharma</em> (duty of rulers) and <em>Praja Dharma</em> (duty of citizens) further reinforce moral governance. By merging traditional knowledge with constitutional values, NEP 2020 fosters civic awareness and strengthens democracy, ensuring a governance model rooted in ethical responsibility and public welfare.

In a time of unacceptable global injustice, growing inequalities in the distribution of power, accelerating climate change, and unwavering racism and social exclusion, we are today facing the biggest challenges of human history' (European Conference on Intercultural Dialogue in Development Education, 2008: 1). A favourable wind is blowing slowly and steadfastly from the South. No longer is the South an 'object' of inquiry (Bhaba, 1995; De Silva et al ., 1988; Prakash, 1995). The transition from bandit colonialism through the intricate systems of the modern triage society (Nandy, 1997; 2000) that is wired for Western cultural compliance is being challenged. We have to start 'rethinking thinking' itself from the constitutive rules: how paradigms are made; how rules are policed; how the architecture of modern institutions is fashioned to make them behave the way they do (Odora Hoppers, 2009b; Odora Hoppers and Richards, 2012). We have to raise the issue of the fate of the grass roots into the global arena, where ways of knowing and the issue of indigenous knowledge systems (IKS) can be given higher priority. By doing this, we join hands in articulating the defences of the mind and conceptual categories that the grass roots use to organize their thoughts and keep their actions alive, not just in the villages, but also in the public sphere. Turning the previously colonized into participants in a new moral and cognitive venture against oppression requires more than just periodic elections. The atrophy of human capabilities that has characterized human development in the context of both bandit colonialism and the modern triage society demands the development of a plurality of insights, of critical traditions, and a deepening of the tools for diagnosis, and hence the quality of prognosis.

Modern educational technology in higher education is about problem-based learning, research and problem-solving. The purpose of problem-based learning is to find answers to educational problems, problems and questions in the process of working with students, to acquire new knowledge by solving them, to create and solve problem situations in the educational activities of students. With the help of problem-based learning, students develop a research approach to solving learning problems and specialization issues, the formation of independent learning skills.

This article covers the example of "Medical physics and medical technology", one of the newest and most important sciences of modern medicine, which was created based on the interdisciplinary integration of natural sciences in the field of medical physics. The main task of "Medical physics and medical technology" is to study the working principles of medical devices, the physical properties of living organisms and their measurement methods. The methods designed for the practical analysis of the processes taking place in a living organism, for example, from certain molecules and their collections to cells, their categories, tissues, and organs, as well as the conductivity and resistance of whole organisms, are presented.

An analysis of the main approaches to the design of information education systems is presented. The basics of designing information education systems (IES) are considered, taking into account the modern requirements of digital transformation. The principles of designing the IES are formulated, the basic requirements for the IES are developed, the types of activities that are planned to be carried out in electronic (digital) form are described. The authors show that the expected results from the introduction of the IES will affect all participants in the educational process, however, for each of these participants, these effects will be different. Models for designing the IES in the form of an infological model, a datalogical model, a physical model are proposed. Additionally, a model for designing the IES when teaching a particular discipline, as well as a model for constructing ER-diagrams, were considered. At the same time, the IES is a complex task and it should solve the problems of managing the educational process, automate, and optimize it.

Modern methods and experience of introducing educational training in general educational institutions of Ukraine are explored in this article, the significance and priorities of this phenomenon in the modern education system are determined. The analysis of legal documents, of research related to the problem of introducing profile education, the content and organization of profile education in general secondary education institutions attracts attention of many students, practitioners and teachers. The introduction of specialized education requires from the educational institution team as well as from the head, a specific, meaningful, reasonable choice of the ways of school's activities. PEI «Lyceum of the Kiev International University» is an example of implementation of the effective system of education; the subjects and content of work with lyceum students are given. A unique educational trajectory is presented: a mutual partnership in the system «Lyceum-University», which is carried out with the aim of implementing the Concept of profile education, and is displayed in multi-vector forms of cooperation, such as (namely): teaching profile subjects, specialised courses and electives by teachers of the Kiev International University: doctors, candidates of sciences, associate professors, postgraduate student teaching core subjects, special courses and electives by Kiev International University teachers: by doctors, candidates of science, associate professors, graduate students; participation of lyceum students and teachers in scientific conferences, seminars held at the University; scientific and methodological support the IAS student research works by the University teachers; carrying out traditional trainings and master classes by teachers of the University for lyceum students, organization and holding of international, All-Ukrainian forums, Universiades; preparation of programs, textbooks, scientific and methodological manuals; extracurricular activities (consultations, special courses, professional orientation circles «Stage art», «Video-making»; practically-oriented course «Technology» studying; group work at the University by attracting lyceum students; acquaintance with practical experience in a particular profession by conducting excursions to the enterprise, meetings with famous people, who have professional experience in a particular industry. In general, and specific examples identified general trends in the development of specialized education in Ukraine, the main goal of which is a value mission, a higher level of education quality, equal access to quality educational services.

The purpose of the article is to present the results of a study of modern trends in the accounting profession, related to the need to acquire knowledge, skills, and competencies to achieve a successful professional realization of accounting students in the conditions of rapid development of information technologies and digital transformation. In connection with this, traditional and modern ideas about accounting and modern opportunities for professional realization in this field are examined. Research insights into the implementation of a multidisciplinary approach in accounting education are presented. Through the lens of the International Educational Standards (IES), published by the International Federation of Accountants (IFAC), and the Canadian CPA profession's Competency Map, the necessary skills and competencies for successful implementation in the accounting profession have been examined. Contemporary challenges and perspectives for the accounting profession are clarified, as well as emerging job roles related to the increasing use of digital data, artificial intelligence, and automation.

Islamic education in Indonesia has experienced rapid development alongside the growth of the Muslim population. This paper discusses the role of Integrated Islamic Schools (IIS) as a new trend in Islamic education in Indonesia. This article analyzes the historical development of Islamic education, the role of IIS in facing the challenges of modernization, and its impact on Indonesian Muslim society. In the context of the development of Islamic education, there has been significant transformation during the reform era, including changes in the national education system. Islamic education is no longer confined to traditional models, and the emergence of IIS in several major cities marks a step towards the modernization of Islamic educationThis article employs a qualitative descriptive research method focusing on data analysis from various sources, including books, journals, and relevant publications. The research findings indicate that IIS, as part of the Integrated Islamic Schools Network of Indonesia, has attracted public attention, especially in major cities. Despite the high cost of education, IIS is considered an alternative Islamic education that combines Islamic values with a modern approach.

In this article has been analyzed the process modern teaching profession ant its important factors which increasing English teachers in high education system. Besides, full important information given in our education in the research. This article also dwells widely and comprehensively on modern English teachers’ abilities and their effectiveness in our development.

Introduction. The article’s relevance is determined by the need to find new ways to study Russian classics in a modern school setting. As studies show, students’ quality of classics perception decreases every year, explained by socio-cultural conditions and methodological aspects. This problem requires special attention in connection with the past and upcoming 200th anniversaries of the most significant canonical writers: I.A. Goncharov, M.Yu. Lermontov, I.S. Turgenev, A.A. Fet, N.A. Nekrasov, A.N. Ostrovsky, F.M. Dostoevsky, L.N. Tolstoy. The author believes that literary anniversaries are a good incentive to revive the most influential classical literature and include students in their country’s cultural life. And the literature teacher might benefit from knowing the anniversaries mentioned above and whether there are any events dedicated to these anniversaries. Teachers should also contribute to a philological environment in the school and continuously improve literary and methodological competence. The study is based on the biography and works by Turgenev, whose 200th anniversary was widely celebrated in 2018. We want to share the experience of teaching the creative heritage of an outstanding Russian writer in a modern school; we identified the difficulties that literature teachers face and outlined productive ways to overcome psychological and pedagogical contradictions in the theory and practice of literary education, which happens primarily due to the gap between the scientific and pedagogical studies of Turgenev’s works. Materials and methods. The study hypothetically formulated the problem, which was confirmed during the analysis of scientific and methodological works and while evaluating students’ residual knowledge. Results and discussion. Stereotypes of students’ perception of the writer’s personality and his creative work are revealed. Productive ways and forms of acquaintance with the author’s personality, new genres of creating a biographical sketch are considered. Particular attention is paid to Turgenev’s concept of nature and love, their aesthetic and philosophical essence. New methods of enhancing the reading activity are proposed, particularly methods to create intertextuality (based on the appeal to the landscapes by the artists from the Barbizon school). The ways of acquainting students with the writer’s manor texts in the context of the Russian manor culture are presented. Specific recommendations are given to include the “Home of the Gentry” novel in the 10th-grade literature class. New approaches to the study of the “Fathers and Sons” novel are revealed, the comparison teaching method of the television series based on the writer’s work “Bazarov’s Mistake” by Avdotya Smirnova is proposed. Conclusion. To actualize the students’ perception of Turgenev’s novel, a model of a lesson dialogue is developed with the involvement of works of modern Literature (Vera Tchaikovskaya’s remake “New under the Sun”). In general, the study showed that it is possible to teach further methodological improvement of Turgenev’s creative work at school by relying on established traditions and using new forms and methods of the reading activity organization, and by increasing the philological competence of the literature teacher.

Modern education has its own requirements, among which the most important are the widespread use of digital technologies and artificial intelligence in the higher education system andtraining in accordance with the requirements of the time. The article provides information and information about the history, reasons, opportunities and consequences of the introduction of digital technologies into the higher education system.

<strong>KUCIŃSKI, Jakub, FRYSKA, Zuzanna, WOŁEJKO, Adam, KULIK, Kacper, SEMENIUK, Paweł, MATUSZ, Krystian, BURCZYK, Rafał &amp; G&Oacute;RNA, Natalie. Irritable bowel syndrome &ndash; modern ways of treatment. </strong><strong>Journal of Education, Health and Sport. 2023;1</strong><strong>6</strong><strong>(</strong><strong>1</strong><strong>):</strong><strong>40</strong><strong>-</strong><strong>48</strong><strong>. eISSN 2391-8306. DOI </strong><strong>http://dx.doi.org/10.12775/JEHS.2023.16.01.00</strong><strong>5</strong> <strong>https://apcz.umk.pl/JEHS/article/view/42</strong><strong>952</strong> <strong>https://zenodo.org/record/7755352</strong> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <strong>The journal has had 40 points in Ministry of Education and Science of Poland parametric evaluation. Annex to the announcement of the Minister of Education and Science of December 21, 2021. No. 32343.</strong> <strong>Has a Journal&#39;s Unique Identifier: 201159. Scientific disciplines assigned: Physical Culture Sciences (Field of Medical sciences and health sciences); Health Sciences (Field of Medical Sciences and Health Sciences).</strong> <strong>Punkty Ministerialne z 2019 - aktualny rok 40 punkt&oacute;w. Załącznik do komunikatu Ministra Edukacji i Nauki z dnia 21 grudnia 2021 r. Lp. 32343. Posiada Unikatowy Identyfikator Czasopisma: 201159.</strong> <strong>Przypisane dyscypliny naukowe: Nauki o kulturze fizycznej (Dziedzina nauk medycznych i nauk o zdrowiu); Nauki o zdrowiu (Dziedzina nauk medycznych i nauk o zdrowiu).</strong> <strong>&copy; The Authors 2023;</strong> <strong>This article is published with open access at Licensee Open Journal Systems of Nicolaus Copernicus University in Torun, Poland</strong> <strong>Open Access. This article is distributed under the terms of the Creative Commons Attribution Noncommercial License which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author (s) and source are credited. This is an open access article licensed under the terms of the Creative Commons Attribution Non commercial license Share alike.</strong> <strong>(http://creativecommons.org/licenses/by-nc-sa/4.0/) which permits unrestricted, non commercial use, distribution and reproduction in any medium, provided the work is properly cited.</strong> <strong>The authors declare that there is no conflict of interests regarding the publication of this paper.</strong> <strong>Received: </strong><strong>06</strong><strong>.</strong><strong>03</strong><strong>.2023. Revised: </strong><strong>14</strong><strong>.0</strong><strong>3</strong><strong>.2023. Accepted: </strong><strong>22</strong><strong>.03.2023. Published: </strong><strong>22</strong><strong>.03.2023.</strong> &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; <strong>Irritable bowel syndrome &ndash; modern ways of treatment</strong> <strong>WSP&Oacute;ŁCZESNE METODY LECZENIA ZESPOŁU JELITA DRAŻLIWEGO</strong> &nbsp; Jakub Kuciński1, Zuzanna Fryska2, Adam Wołejko3, Kacper Kulik4, Paweł Semeniuk5, Krystian&nbsp;Matusz6, Rafał&nbsp;Burczyk7, Natalie G&oacute;rna8 &nbsp; Centralny&nbsp;Szpital&nbsp;Kliniczny&nbsp;in&nbsp;Warszawa,&nbsp;Medical&nbsp;University&nbsp;of&nbsp;Warsaw Uniwersytecki&nbsp;Szpital&nbsp;Kliniczny&nbsp;in&nbsp;Poznań,&nbsp;Poznan&nbsp;University&nbsp;of&nbsp;Medical&nbsp;Sciences Wielospecjalistyczny&nbsp;Szpital&nbsp;Miejski&nbsp;im. J&oacute;zefa&nbsp;Strusia&nbsp;z&nbsp;Zakładem&nbsp;Opiekuńczo&nbsp;Leczniczym&nbsp;in&nbsp;Poznań Wojew&oacute;dzki&nbsp;Szpital&nbsp;Specjalistyczny&nbsp;im.&nbsp;Stefana&nbsp;Kardynała&nbsp;Wyszyńskiego&nbsp;SPZOZ&nbsp;in&nbsp;Lublin Wojew&oacute;dzki&nbsp;Szpital&nbsp;Chirurgii&nbsp;Urazowej&nbsp;św.&nbsp;Anny&nbsp;SPZOZ&nbsp;in&nbsp;Warszawa Zakład&nbsp;Anatomii&nbsp;Prawidłowej&nbsp;Uniwersytetu&nbsp;Medycznego&nbsp;im.&nbsp;Karola&nbsp;Marcinkowskiego&nbsp;in&nbsp;Poznań Nicolaus&nbsp;Copernicus&nbsp;University&nbsp;in&nbsp;Toruń,&nbsp;Collegium&nbsp;Medicum&nbsp;in&nbsp;Bydgoszcz Klinika&nbsp;Ortodoncji&nbsp;i&nbsp;Dysfunkcji&nbsp;Narządu&nbsp;Żucia,&nbsp;Poznan&nbsp;University&nbsp;of&nbsp;Medical&nbsp;Sciences &nbsp; Jakub Kuciński ORCiD: 0000-0002-1331-8339 e-mail: kuba.kucinski.5@gmail.com Zuzanna Fryska ORCiD: 0000-0002-8055-2897 e-mail: zuzannafryska@gmail.com Adam Wołejko ORCiD: 0000-0002-1815-8370 e-mail: adam.wolejko@gmail.com Kacper Kulik ORCiD: 0000-0003-3829-5740 e-mail: kulik.kacper@gmail.com Paweł Semeniuk ORCiD: 0009-0009-7250-9483 e-mail: pawel.semen@onet.eu Krystian Matusz ORCiD: 0000-0003-2668-1556 e-mail: kmatusz@ump.edu.pl Rafał Burczyk ORCiD: &nbsp;&nbsp;0000-0002-1650-1534 e-mail: &nbsp;&nbsp;raimer001@gmail.com Natalie G&oacute;rna ORCiD: 0000-0001-8588-3241 ail:&nbsp;n.gorna.dent@gmail.com &nbsp; &nbsp; &nbsp; <strong>Abstra</strong><strong>c</strong><strong>t</strong> <strong>Introduction</strong> Irritable bowel syndrome (IBS) is the most frequent functional disorder of the gastrointestinal tract. Main symptoms are recurring stomach ache connected with defecation, changes of frequency of defecation and/or stool&rsquo;s&nbsp;consistency.&nbsp;Cause&nbsp;of&nbsp;IBS&nbsp;is&nbsp;still&nbsp;unknown&nbsp;unlike&nbsp;its&nbsp;pathomechanism.&nbsp;Continuous&nbsp;research&nbsp;allows&nbsp;doctors to understand and treat it better. <strong>Discussion</strong> Diagnosing IBS might be difficult even for the most experienced doctors due to its uncharacteristic symptoms. Therefore&nbsp;diagnosis&nbsp;should&nbsp;be&nbsp;made&nbsp;by&nbsp;using&nbsp;Rome&nbsp;IV&nbsp;Criteria.&nbsp;IBS&nbsp;is&nbsp;divided&nbsp;into&nbsp;4&nbsp;subtypes&nbsp;basing&nbsp;on&nbsp;clinical picture: IBS with predominant constipation, IBS with predominant diarrhea, IBS with mixed&nbsp;bowel habits and IBS unclassified. Classification is being performed with the use of Bristol Stool Chart. Choice of remedy should be made depending on the subtype of IBS. Pharmacological treatment is symptomatic and focuses on relieving pain, diarrhea, constipation and bloating. Drugs that can be used are: loperamide, rifaximin, antispasmodic (e.g. hyoscine), antidepressants or laxatives. Treatment should also contain nonpharmacological methods. Nonpharmacological techniques which are proved to help patients contain regular physical activity, body mass reduction, low-FODMAP diet, using probiotics, psychotherapy and supplementing soluble&nbsp;fibre. <strong>Conclusions</strong> IBS is a big issue for public health as it is lowering quality of life and is generating big indirect costs. Difficulties in&nbsp;diagnosing&nbsp;are&nbsp;increasing&nbsp;those&nbsp;costs.&nbsp;That&rsquo;s&nbsp;why&nbsp;it&nbsp;is&nbsp;of&nbsp;high&nbsp;importance&nbsp;to&nbsp;find&nbsp;more&nbsp;effective therapy.&nbsp;Raising awareness&nbsp;among&nbsp;doctors&nbsp;is&nbsp;crucial&nbsp;as&nbsp;plenty&nbsp;of&nbsp;methods&nbsp;are&nbsp;available&nbsp;to&nbsp;treat&nbsp;the&nbsp;disease&nbsp;which&nbsp;allows&nbsp;to&nbsp;reduce symptoms and&nbsp;costs. &nbsp; Key words: Irritable bowel syndrome, constipation, gastrointestinal motility, brain -gut axis, intestinal secretion

This article analyzes the large-scale reforms in the field of education in our country, the adopted legal and regulatory documents, as well as information on the formation of young people as spiritually mature, mature individuals. It also generalizes the youth to issues such as the preservation and study of the rich spiritual heritage left by our great scholars and ancestors.

This study aims to analyze the integral education model at the Islamic Boarding School (IBS) MTsN 1 Tegal and its implications for the formation of student character. Integral education at IBS MTsN 1 Tegal combines the national curriculum with Islamic religious values, and integrates classroom learning activities with daily life in the dormitory. Through a qualitative method with a case study approach, this study collected data from interviews, observations, and document analysis. The results of the study indicate that integral education at IBS MTsN 1 Tegal is effective in forming the character of students who are religious, independent, disciplined, and have good morals. The implementation of this education includes the habituation of Islamic values, strengthening morals, extracurricular activities based on Islam, and social interactions that support the development of empathy and social responsibility. This model faces challenges such as limited facilities and the influence of global culture, but also has great opportunities through community support for Islamic-based education and innovation in educational technology. In conclusion, the integral education model at IBS MTsN 1 Tegal makes a significant contribution to the formation of a generation with Islamic character and is ready to face the challenges of the modern era.

The article substantiates the importance for modern society of solving the problem of preparing a university student as a person and a specialist in a harmonious unity of moral and professional qualities, and substantiates the possibility of such training within the framework of personality-oriented education. Based on the ideas of E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya about the student as the goal of education, the idea of recognizing the value of the student as a subject of education is revealed, the essence of which lies in the requirement for the teacher to recognize the student as the goal of education and the goal of his own development, to recognize his moral significance, the dignity of his personality, his right to respect, to recognition of his uniqueness. Based on the ideas of V.V. Serikov about personal experience, the idea of developing the student's personal experience is revealed, the essence of which lies in the teacher's orientation toward creating conditions for the development of the worldview and value orientations of students that determine their actions and deeds. Based on the ideas of V.P. Zinchenko on «living knowledge» reveals the idea of recognizing the personal meaning of knowledge, the essence of which lies in the teacher’s orientation toward developing students’ ability to give meaning to the «world of embodied knowledge» that the student masters in the process of cognitive activity, introducing him to the «world of embodied values», giving knowledge, which becomes «living knowledge», personal meaning.

In this article, the author reveals an urgent problem of modern society and state – the formation of a harmoniously developed personality of younger generation. The author focuses on national education, which at the regional level contributes to the formation of such a model of personality. She gives specific definitions of the concept of «national education» by projecting this category through the past and modern parallels. As an example, she reveals the concept of national education, developed and practically implemented by an outstanding teacher and politician of the Republic of Bashkortostan in the 70-ies of the XX century Sabir Shayakhmetovich Ziganshin. Puts the following ideas into the basis of the national education of a harmoniously developed student's personality: the formation of a personality based on the historical past and culture of his people, folk pedagogy, knowledge and ability to use his native language in the process of communication, labor education, and the construction of the educational process through the integration of regular and extracurricular activities. The model of national education became the main foundations in the formation of the national-regional education system of Bashkortostan, which is relevant to this day, and requires reassessment by modern scientists and pedagogical community. Studying the phenomenon of national education of a harmoniously developed personality and the introduction of S.Sh. Ziganshin's pedagogical ideas today would be an important step in achieving the strategic objectives set for school education and society.