This doctoral thesis investigates the integration of Indian Knowledge Systems (IKS) into modern educational frameworks in India, with particular reference to the policy imperatives emerging from the National Education Policy 2020. The study proceeds from the premise that Indian Knowledge Systems — encompassing the Vedic, Buddhist, Jain, and other classical traditions of systematic inquiry, pedagogy, and knowledge production — represent a rich, largely untapped resource for educational renewal in the twenty-first century.

The research employs a mixed theoretical framework drawing on decolonization theory, cultural-historical activity theory, and indigenous epistemology studies. Methodologically, the study combines systematic literature review, policy analysis, and qualitative inquiry through semi-structured interviews with educators, scholars, and policymakers engaged with Indian Knowledge System integration efforts.