scieee Science in your language
[en] (orig)

सतत विकास के लिए जनजातीय शिक्षा में पारंपरिक शिक्षण विधियों का एकीकरण

Author: डॉ० ओम प्रकाश शर्मा
Publisher: Zenodo
DOI: 10.5281/zenodo.17357737
Source: https://zenodo.org/records/17357737/files/Sp-3-5-19.1.pdf
74
h ps:// esea ch endsjou nal.com
Online a : h ps:// esea ch endsjou nal.com ISSN No: 2584-282X
Indexed Jou nal, Impac Fac o : 6.1 Pee Re iewed Jou nal
INTERNATIONAL JOURNAL OF TRENDS IN EMERGING RESEARCH AND DEVELOPMENT
Volume 3; Issue 5; 2025; Page No. 74-78
Special Issue o In e na ional Semina (23 d - 24 h Augus , 2025)
On he Topic
Indian Knowledge Sys em (IKS): Challenges & i s Applica ion in Highe Educa ion o
Sus ainable De elopmen
By
Facul y o Educa ion, IASE (DU), Sa da shaha , Chu u, Rajas han - 331403
          

   
- (),  ,  ( ), ,
, 
DOI: h ps://doi.o g/10.5281/zenodo.17357737
Co esponding Au ho :    
lkjka'k
     ()            
    (in eg a ion)       (Sus ainable De elopmen Goals – SDGs)  
              ,  ,      
               (T adi ional Ecological
Knowledge – TEK)     (Indigenous Knowledge Sys em – IKS)       
  ,   , -     -         
  , -               - 
,   ,           , - 
                    
,    ,  (inclusion)    (sus ainabili y)          
                 — , -, -,
,  ,   —              
     ,   d opou             , 
   , ,              , 
                   ,    
In e na ional Jou nal o T ends in Eme ging Resea ch and De elopmen h ps:// esea ch endsjou nal.com
75
h ps:// esea ch endsjou nal.com
  ,                 
                    
,                     
   ,              ,  - ,
 ,                  ,  
                     
      
:  ,   (IKS/TEK),  ,  , - 

        
-  ,      - 
 ,      - 
        - ,
-,  , -, ,
, ,    
          
       ,
    ,    
       
        
  
        
    ,  
,        
    ,      
     -  
     ; -  
      ;  
         
        - ,
 ,      
 
,    — 
      
 —  -  - 
      
     ,  
    (elde knowledge
holde s)    —   
        
  ,    
,    ,   
     
          
       
       
, -     
     (in eg a e)  
     - 
    ,    ,
,  -     
    
          
 —     ,
 ,     
,       —
   (SDGs),   
(Goal 4),    (Goal 10),  
   (Goal 15)     
         
       ,  
          
       ,
       
  ,      
 ,    
        
     
     (Theo e ical
backg ound & Li e a u e Re iew)
1.    (TEK/IKS):  
  TEK ,     
    ,    
       
In e na ional Jou nal o T ends in Eme ging Resea ch and De elopmen h ps:// esea ch endsjou nal.com
76
h ps:// esea ch endsjou nal.com
     
      
2.    :   
         -
   —     
      
  
3. -   : 
 ,      
       ,
       
 
4.  : NEP  / 
(. UNESCO  )   
       , 
   — , ,
   
  (Resea ch Ques ions)
1.       
       ?
2.    IKS/TEK   
    ?
3. -       
   ?
 (Me hodology — )
 -   (mixed-me hods) 
   :
 :  ,  
   
   : 3–4    
  (, , ,  )
   :   
   - ;  
   
  (Syn hesized Findings —  
)
(:      ;  -
    )
1.     :   
         
     
2.   :    -
        
      (
    )
3.    -:  
      
  ,  d opou  
4.    :    IKS
         
 ;      
-  (Policy & P ac ice
Recommenda ions)
1. -  :  I–V  
      NEP 
     (: ‘Palash’
    )
In e na ional Jou nal o T ends in Eme ging Resea ch and De elopmen h ps:// esea ch endsjou nal.com
77
h ps:// esea ch endsjou nal.com
2. -  :  -
(bād,  , -)  ‘-
’        
  
3.   TEK/IKS  : , -
       
 /-  
 
4.    :    -
       
   —   
,    , d opou  

5. -    :  
IKS-  , -  
   
 (Limi a ions)
        -
     ; - 
        
        
  
 (Conclusion)
      
        
       , 
  ,   
       
  ,     
    ,     
    ,  , -
         
          
    ,   
        
      
        
        -,
 ,     
         
   —   
   ,     
,      
—      , 
      
 ,     
        
   ,    , 
        
 
 (Re e ences)
1. P iyada shini P. P omo ing ibal communi ies
and indigenous knowledge. ScienceDi ec .
2019. A ailable om:
h ps://www.sciencedi ec .com
2. UNESCO. Food So e eign y based on
T adi ional Knowledge and Pa icipa o y
Me hods. 2024. A ailable om:
h ps://www.unesco.o g
3. Resea chGa e. Enhancing T ibal Educa ion
h ough Communi y-Based Lea ning Ini ia i es.
2025. A ailable om:
h ps://www. esea chga e.ne
4. In e na ional Jou nal. Assessmen o Teache s'
Awa eness Le el o T ibal Indigenous
P ac ices. 2025. A ailable om:
h ps://www. esea chga e.ne
5. The ASPD / IJES. Explo ing The In e sec o
T ibal Indigenous Knowledge. 2025. A ailable
om: h ps://www.aspdjou nal.com
6. Wiley. T adi ional Ecological Knowledge o
T ibal Communi ies. Jou nal A icle. 2022.
A ailable om: h ps://www.wiley.com
7. Negi B. Role o adi ional ecological
knowledge in shaping clima e. ScienceDi ec .
2025. A ailable om:
h ps://www.sciencedi ec .com
8. Sucha i a V. T ibal Educa ion in India –
Re iewing he P og ess and Challenges.
SAGE. 2025. A ailable om:
h ps://jou nals.sagepub.com
In e na ional Jou nal o T ends in Eme ging Resea ch and De elopmen h ps:// esea ch endsjou nal.com
78
h ps:// esea ch endsjou nal.com
9. RRI Jou nals. Teaching, lea ning and
T adi ional Knowledge o T ibe o India. 2021.
A ailable om: h ps://www. ijou nals.o g
10. ACR Jou nal. IKS in Indian Educa ion: A
T ans o ma i e F amewo k. 2025. A ailable
om: h ps://www.ac jou nal.o g
11. Resea chGa e. Indigenous Knowledge and
Value Sys ems in India. 2019. doi:10.1007/...
A ailable om: h ps://www. esea chga e.ne
12. ESA / TEK Resou ces. Resou ces –
T adi ional Ecological Knowledge. A ailable
om: h ps://www.esa.o g/ ek- esou ces
13. PMC. Cul u al Adap a ion o an Educa o
Social-Emo ional Lea ning P og am. Go o h e
al. 2022. A ailable om:
h ps://www.pubmed.ncbi.nlm.nih.go
14. SEEJPH. Indigenous Knowledge Sys ems o
he O aon T ibe o India. 2025. A ailable
om: h ps://seejph.o g
15. ScienceDi ec . In eg a ing ibal pe cep ions
and adi ional ecological knowledge. 2025.
A ailable om: h ps://www.sciencedi ec .com
16. SAGE Jou nals. Indigenous Knowledge
Sys ems and he Na ional Educa ion Policy.
2025. A ailable om:
h ps://jou nals.sagepub.com
17. KUEY Jou nal. A Case S udy on T ibal
Educa ion in U a P adesh. 2025. A ailable
om: h ps://www.kueyjou nal.com
18. Digi alCommons Tacoma. The In eg a ion o
Indigenous Knowledge in Educa ion. Paquin.
2023. A ailable om:
h ps://digi alcommons. acoma.edu
19. Times o India. 'Palash' p og amme boos s
ibal educa ion in s a e. 2025. A ailable om:
h ps:// imeso india.india imes.com
20. Resea chGa e / In e na ional Jou nal.
In e na ional Jou nal o In e disciplina y
Cul u al S udies — Teache s' Awa eness.
2025. A ailable om:
h ps://www. esea chga e.ne
C ea i e Commons (CC) License
This a icle is an open access a icle dis ibu ed unde he
e ms and condi ions o he C ea i e Commons A ibu ion
(CC BY 4.0) license. This license pe mi s un es ic ed use,
dis ibu ion, and ep oduc ion in any medium, p o ided he
o iginal au ho and sou ce a e c edi ed.