Abstract

This paper discusses the evolution of Indian Knowledge Systems (IKS) in teacher education in India, with a focus on their implications for epistemic justice, ethical pedagogy, and culturally responsive teaching. Through a qualitative study of policy documents, curriculum materials, and research studies, the paper explores the comprehension and use of IKS in teacher education programs such as B.Ed., M.Ed., and the Integrated Teacher Education Programme (ITEP). The findings indicate that although recent policy initiatives, particularly NEP 2020, firmly support the inclusion of IKS, its adoption institution-wide is fragmented and superficial. All these challenges of limited faculty readiness, lack of organized curricular scaffolding, no contextual models for assessment, and institutional lethargy continue to exist. However, when adopted with intent and depth, IKS enhances teacher education by supporting holistic, value-driven, and community-based learning. The research concludes by calling for curricular reform, faculty development, pedagogical innovation, and institutional restructuring to empower substantive IKS integration and secure the full realization of its transformative potential within India's teacher education system.

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