Assessment of IKS-Based Pedagogical Practices and Learning Outcomes in Tiruchirappalli District

Indian Knowledge Systems (IKS) constitute a diverse body of knowledge traditions that have developed in India through textual, oral, practical, community and experiential forms of learning. In recent years, the educational relevance of IKS has received renewed attention, particularly following the National Education Policy 2020 and subsequent initiatives encouraging the incorporation of Indian knowledge into contemporary education. This article examines the potential contribution of IKS-based pedagogical practices to teaching and learning in Tiruchirappalli District, Tamil Nadu, using secondary data and documentary evidence. The analysis focuses on traditional pedagogical approaches such as the Guru–Shishya relationship, experiential learning, storytelling, dialogue, observation, learning by doing, community-based learning, yoga and meditation, and traditional arts and crafts. The study examines IKS in four interconnected dimensions: curriculum content, pedagogy, contextual learning and values. The secondary evidence suggests that several traditional learning principles have conceptual similarities with contemporary student-centred and experiential pedagogies. However, the evidence also indicates that systematic classroom integration remains constrained by limited teacher preparation, inadequate teaching materials, curriculum pressures, institutional resources and the need for context-sensitive pedagogical models. The article argues that IKS should not be treated merely as additional historical content. Instead, its educational value can be strengthened by connecting appropriate knowledge traditions with contemporary pedagogy, digital resources, community participation and evidence-based assessment. The study proposes a conceptual framework linking IKS resources, pedagogical practices, learner engagement and multidimensional learning outcomes and recommends systematic intervention-based research in Tiruchirappalli District.