Authors : Maharudra Kapse, Quazi Taif Sadat, Vishnu Kumar Gupta, Isha Das
DOI : 10.25258/ijddt.16.24s.52
Volume : 16
Issue : 24
Year : 2026
Page No : 469-483
In this research, the feasibility and necessity for incorporating Indian Knowledge Systems (IKS) in modern engineering education are explored. While National Education Policy 2020 and the All India Council for Technical Education initiatives provide guidance, implementation is fragmentary and symbolic. Applying a mixed-method research strategy encompassing curriculum analysis, faculty interviews and student surveys, the research investigates institutional preparedness, infrastructural assistance and stakeholders' attitudes towards IKS implementation. Grounded in constructivist learning theory and Outcome-Based Education, this demonstrates how indigenous knowledge of architectural, hydrological, metallurgical, environmental engineering and mechanical engineering can reinforce current STEM education. The findings indicate a stubborn disconnect between the identification of IKS and sparse academic presence. A Five-Layer Pedagogical Framework is, therefore, advocated: initial exposure, organized electives, integrated case studies, technology-enhanced modules utilising Artificial Intelligence and Augmented Reality/Virtual Reality and project-led innovation. This model offers a flexible track for such meaningful integration without losing rigour. The research ends up situating IKS both as cultural heritage and as a civilisational knowledge base with the potential to render engineering education more ethical, culturally embedded and innovation-focused.