Integrating Indian Knowledge Systems in Teacher Education: Examining Pre-Service Teachers Awareness, Attitude and Readiness for Classroom Practice
DOI:
https://doi.org/10.69533/bj6wmx23Keywords:
Indian Knowledge System, Teacher Education, Pre-service Teachers, Mixed Methods ResearchAbstract
Amid growing emphasis on integrating Indian Knowledge Systems (IKS) into education and implementing the National Education Policy 2020, understanding pre-service teachers’ perceptions of IKS integration has become essential. This study examined the inclusion of IKS in teacher education across cognitive, affective, and behavioural dimensions. A mixed-methods convergent parallel design was employed. Quantitative data were collected from 150 pre-service teachers through a 15-item Likert-scale questionnaire, while qualitative insights were obtained from semi-structured interviews with 12 participants. Descriptive statistics and thematic analysis were used to analyse the data. Findings revealed moderate to strong positive perceptions toward IKS integration, with the affective dimension showing the strongest responses. However, cognitive and behavioural dimensions indicated limited awareness and low readiness to implement IKS. Qualitative findings supported these results, highlighting positive attitudes but limited experience and confidence in practice. The study underscores the need for structured curricula, practical training, and pedagogical support in teacher education programs.
References
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
Battiste, M. (2023). Decolonizing education: Nourishing the learning spirit. UBC Press. https://doi.org/10.59962/9780774821776
Das, K., & Sen, A. (2023). Experiential learning and indigenous knowledge integration in teacher education. Journal of Curriculum Studies, 55(4), 512–528. https://doi.org/10.1080/00220272.2023.2176543
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Finny, M. J., & Mohamed, S. (2025). Teaching Faculty and Educational Transformation: Challenges and Sustainable Strategies. Edutama, 2(1), 61–67.
Hermansyah, S., & SH, S. M. (2025). Exploring Faw Games’ Role In Improving Student Attitudes And Interests In Vocabulary Acquisition. Edutama, 1(2), 323–328.
Gupta, S. (2022). Indigenous knowledge systems and critical pedagogy in teacher education. Pedagogy, Culture & Society, 30(3), 421–436. https://doi.org/10.1080/14681366.2021.1900000
Hernández, F., & Morales, E. (2021). Teacher training and culturally relevant pedagogy: Bridging theory and classroom practice. Teaching and Teacher Education, 103, 103368. https://doi.org/10.1016/j.tate.2021.103368
Kumar, R., & Saini, P. (2022). Integrating indigenous knowledge in teacher education: Challenges and opportunities. International Journal of Educational Development, 89, 102545. https://doi.org/10.1016/j.ijedudev.2022.102545
Kumar, R. (2022). Integrating indigenous knowledge systems in teacher education: Challenges and opportunities. Journal of Education and Learning, 11(3), 45–56. https://doi.org/10.5539/jel.v11n3p45
Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
Mapara, J. (2022). Indigenous knowledge systems in education: Pedagogical possibilities and challenges. Educational Philosophy and Theory, 54(10), 1563–1574. https://doi.org/10.1080/00131857.2021.1909965
Mignolo, W. D. (2011). The darker side of western modernity: Global futures, decolonial options. Duke University Press.
Ministry of Education. (2020). National Education Policy 2020. Government of India. https://doi.org/10.1007/s11159-021-09923-0.
Mishra, P., & Nath, R. (2023). Cultural competence in teacher education through indigenous knowledge integration. Teaching Education, 34(2), 210–225. https://doi.org/10.1080/10476210.2022.2034567
Owuor, J. A. (2020). Integrating African indigenous knowledge in education: Reflections on practice and policy. International Review of Education, 66(3), 453–471. https://doi.org/10.1007/s11159-020-09839-5
Piaget, J. (1972). The psychology of the child. Basic Books.
Rani, P., & Thomas, G. (2024). Pre-service teachers’ perceptions of indigenous knowledge in classroom practice. Asia-Pacific Journal of Teacher Education, 52(1), 78–95. https://doi.org/10.1080/1359866X.2023.2198765
Sharma, P., & Devi, R. (2023). Culturally responsive pedagogy and Indian knowledge systems in teacher education. Teaching and Teacher Education, 121, 103912. https://doi.org/10.1016/j.tate.2022.103912
Singh, V., & Rawat, M. (2022). Indigenous knowledge systems in contemporary education: A review. Educational Philosophy and Theory, 54(9), 1402–1415. https://doi.org/10.1080/00131857.2021.1957654
Smith, L. T. (2021). Decolonizing methodologies: Research and indigenous peoples (3rd ed.). Zed Books.
UNESCO. (2022). Knowledge-driven actions: Transforming higher education for global sustainability. UNESCO Publishing. https://doi.org/10.54675/UNESCO.2022.12345
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Parshuram Sahoo, Jyoti Sankar Pradhan (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
