Abstract

The National Education Policy 2020 (NEP-2020) advocates for a transition from rote memorization and examination-centric instruction to experiential, learner-focused, and discussion-oriented pedagogy, while explicitly promoting the incorporation of Indian Knowledge Systems (IKS) into curricula (Kaur Sangha, 2023; Ministry of Education, 2020). Gurukul and ashram traditions historically organised education around residential community living, close guru–shishya mentoring, value‑oriented formation and learning through real‑life tasks (“An ancient Gurukul education system in India,” 2025; Development of the Gurukula Education System in India, 2024). This qualitative study examines how gurukul‑inspired practices can operationalise NEP‑2020’s vision in contemporary higher education. Drawing on policy and literature analysis, classroom observations and faculty–student narratives from three institutions that have initiated IKS‑aligned reforms, the paper identifies four key classroom practices: small learning circles, experiential and craft‑based learning, contemplative and well‑being activities, and mother‑tongue/local knowledge integration. Findings indicate strong convergence between gurukul principles and NEP‑2020 descriptors of holistic, competency‑based, inquiry‑driven pedagogy, alongside persistent challenges related to rigid timetables, exam‑centric assessment, faculty preparedness, resource constraints and epistemic resistance (Educational Research Review, 2025; Upadhyay & Pandey, 2025). A phased implementation framework is proposed, linking course‑level innovation with institutional policy and quality‑assurance mechanisms. Context‑sensitive blending of gurukul/ashram traditions with contemporary learner‑centric approaches is argued to deepen cultural rootedness, enhance critical thinking and support ethically grounded, future‑ready graduates.