The Role of Indigenous Knowledge Systems in Cultural Heritage Preservation under NEP 2020

Year : 2025 | Volume : 02 | Issue : 02 | Page : 22 30
    By

    Atul Khajuria,

  • Stephen Monday,

  • Christian Gendemeh,

  • J. Samuel Kamanda,

  • Eric kwasi Ellison,

  1. Director, Department of Allied Health Sciences, Desh Bhagat University, India, Punjab, India
  2. Teaching Assistant, Department of Allied Health Sciences, Desh Bhagat University, Punjab, India
  3. Teaching Assistant, Department of Allied Health Sciences, Desh Bhagat University, Punjab, India
  4. Teaching Assistant, Department of Allied Health Sciences, Desh Bhagat University, Punjab, India
  5. Teaching Assistant, Department of Allied Health Sciences, Desh Bhagat University, Punjab,

Abstract

In Introduction, This study explores the roles of India’s National Education Policy (NEP) 2020 in
cultural heritage preservation through indigenous knowledge systems. These include traditional arts,
crafts, ecological practices, and languages. It also includes perspectives through gender and
regional lenses on this integration. In Methodology, Confirming the study, a survey was held with
2,300 participants, with an equal split of male, female and non-binary, from rural and urban settings.
The survey covered areas of knowledge, implementation, impact, and challenges of indigenous
knowledge in education. SPSS was put to use for data analysis using descriptive (mean, standard
deviation) and inferential (t-tests, ANOVA) statistics. A significance level of α=0.05 was applied. In
Results, Respondents agreed that indigenous knowledge should have a role in education (average
score: 4.2/5). Women (4.4) provided more support than men (4.0), and respondents from rural areas
showed greater awareness and more support than those from urban areas. Participants identified
teachers and resources as the major barriers77 (65%). There was a high degree of support (average
score: 4.3) for the implementation of specialist teacher training programs to address these
challenges. In Conclusion, These results reflect strong support for the inclusion of indigenous
knowledge systems in education as called for in NEP 2020. But major hurdles remain, including the
lack of trained teachers and scarce resources. Correcting the problems will require focused
investments, training teachers and developing curricula. Educational institutions, local communities,
and holders of indigenous knowledge will need to work together to ensure that cultural preservation
is indeed — not just word — indeed something much.

Keywords: Indigenous knowledge systems, cultural heritage preservation, national education policy 2020, NEP 2020, gender inclusion, educational integration, SPSS analysis, teacher training, traditional practices, cultural continuity, survey study, rural-urban differences, gender differences in education, curriculum development, community-based education

[This article belongs to International Journal of Trends in Humanities ]

How to cite this article:
Atul Khajuria, Stephen Monday, Christian Gendemeh, J. Samuel Kamanda, Eric kwasi Ellison. The Role of Indigenous Knowledge Systems in Cultural Heritage Preservation under NEP 2020. International Journal of Trends in Humanities. 2025; 02(02):22-30.
How to cite this URL:
Atul Khajuria, Stephen Monday, Christian Gendemeh, J. Samuel Kamanda, Eric kwasi Ellison. The Role of Indigenous Knowledge Systems in Cultural Heritage Preservation under NEP 2020. International Journal of Trends in Humanities. 2025; 02(02):22-30. Available from: https://journals.stmjournals.com/ijth/article=2025/view=232995


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Regular Issue Subscription Original Research
Volume 02
Issue 02
Received 10/05/2025
Accepted 31/10/2025
Published 10/11/2025
Publication Time 184 Days
102

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