Identifying the Challenges and Opportunities Associated with Integrating Indian Knowledge Systems in School Curriculum under NEP 2020

The National Education Policy (NEP) 2020 emphasizes the inclusion of Indian Knowledge Systems (IKS) in school education to promote holistic and culturally grounded learning. This study explores the challenges and opportunities associated with integrating IKS into the school curriculum. Adopting a qualitative exploratory approach, the paper analyzes policy documents and existing literature. The findings indicate that while IKS integration can enhance interdisciplinary learning, cultural identity, and sustainability awareness, it is constrained by factors such as lack of teacher preparedness, limited resources, and curriculum overload. The study suggests that effective implementation requires structured teacher training, contextual curriculum design, and institutional support. Keywords: Indian Knowledge Systems, NEP 2020, Curriculum Integration, Holistic Education, Indigenous Knowledge