Abstract
Indian Knowledge Systems (IKS) represent a diverse body of knowledge traditions that have developed in the Indian subcontinent through processes of observation, reflection, experimentation, practice, textual transmission, and oral traditions. These traditions encompass areas such as philosophy, mathematics, astronomy, linguistics, medicine, agriculture, architecture, arts, ethics, environmental practices, and education. In the context of contemporary higher education, the integration of IKS has gained renewed significance following the National Education Policy (NEP) 2020, which advocates a holistic, multidisciplinary, culturally rooted, and value-oriented approach to education. The present study examines the relevance, possibilities, and challenges of integrating IKS into the Indian higher education system. It particularly focuses on the contribution of IKS to holistic learning, interdisciplinary education, cultural awareness, sustainability, ethical development, and inclusive educational practices. The study adopts a qualitative, descriptive, and analytical design based on secondary sources, including policy documents, institutional guidelines, scholarly literature, and relevant publications on IKS and higher education. The analysis indicates that systematic integration of IKS can enrich curricula, encourage interdisciplinary inquiry, strengthen cultural and historical understanding, and provide opportunities for research on traditional knowledge in dialogue with contemporary disciplines. At the same time, challenges relating to faculty preparedness, curriculum design, reliable learning resources, language, institutional capacity, research methodology, and the risk of uncritical representation require careful attention. The study argues that IKS should neither be treated merely as heritage content nor introduced through uncritical glorification. Rather, it should be incorporated through academically rigorous, evidence-sensitive, interdisciplinary, and contextually appropriate approaches. Such an approach can contribute to a more holistic and socially responsive higher education system.