Abstract

India has a rich tradition of education and learning that dates back to ancient times, and it was particularly prominent during the Renaissance period, known as the Golden Age of Indian Culture. The three major achievements in education during this period were the decimal system, the great Sanskrit epics, and the contribution to the sciences of astronomy, mathematics, and metallurgy.  The four Vedas, namely the Rigveda, Yajurveda, Samaveda, and Atharvaveda, were formulated through ideals, practices, and conduct. The doctrine of action (Karma) occupies a very significant place in the Indian system of education and has evolved during the transition from ancient to modern education. Two procedure of teaching were being performed during the Vedic period. First, the verbal/oral method, and the second is based on thinking (Chintan). Current higher education has shown trends of multidisciplinary approaches along similar lines. NEP 2020 also suggests a multidisciplinary approach. Bloom’s Taxonomy defines three domains of learning: cognitive, affective, and psychomotor. The ancient education structure is also based on the three spheres, to develop higher-order learning by building up the lower-level cognitive skills.   The ancient Indian education system, centered on holistic development (physical, mental, spiritual) and values like humility and discipline, is highly relevant today. It emphasized student-centric learning, oral traditions, and environmental harmony. Its focus on character building, moral grounding, and critical thinking is crucial for modern education to create responsible, empathetic citizens. This research aims to contribute will be to discourse on ancient Indian education and its relevance and importance in modern India.