Abstract

The integration of Indian Knowledge Systems (IKS) into higher education pedagogy has gained renewed attention in the context of holistic, value-based, and culturally rooted education. Contemporary higher education often emphasizes measurable cognitive outcomes, sometimes at the cost of affective and reflective dimensions of learning. Indian Knowledge Systems, grounded in philosophical traditions such as Vidya, Jñāna, Dharma, and Anubhava, offer pedagogical approaches that nurture the intellect, emotions, ethics, and self-awareness of learners. The present study examines the impact of IKS-based pedagogy on cognitive, affective, and reflective learning outcomes among students in higher education. Using a quasi-experimental and mixed-methods approach, the study compares conventional teaching practices with pedagogical interventions rooted in IKS, including dialogic learning, experiential activities, reflective journaling, and contextualised knowledge practices. Findings indicate that IKS-based pedagogy significantly enhances conceptual understanding, learner engagement, ethical sensitivity, and reflective thinking. The study highlights the relevance of IKS in fostering holistic education aligned with the goals of the National Education Policy (NEP) 2020 and offers practical implications for curriculum design, teacher education, and policy formulation.