Volume 12 : Issue 12.4 (2025)

A study on the Indian Knowledge System in Language Teaching at Secondary School Level

Language education in India stands at a critical crossroads: either continue to follow externally borrowed pedagogies or embrace Indian Knowledge Systems (IKS) as a source of renewal. Far from being a relic of the past, IKS rooted in centuries of intellectual, literary, and cultural traditions offers a powerful framework to make language teaching more relevant, creative, and transformative. This study examines the role of IKS in secondary school language education. Employing a mixed-methods approach under a Descriptive Research methodology, this study employed quantitative surveys and qualitative interviews with secondary school students (Classes 9–12) and key stakeholders, including teachers, principals, and parents across Gujarat. A stratified random sampling technique ensured diverse representation from urban and rural settings. Data analysis utilized percentage analysis, frequencies, and thematic interpretations to derive key insights. Findings reveal that teachers hold strong awareness of IKS and recognize its capacity to build linguistic competence, cultural literacy, and holistic growth. Textbooks demonstrate structured inclusion of IKS, while students exposed to such approaches display deeper engagement, identity formation, and critical thinking. However, challenges persist in the form of uneven teacher training, limited resources, and exam-driven practices.

Indian Knowledge Systems, language education, secondary school, NEP 2020, NCF-SE 2023

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