Integrating Indigenous Knowledge in Modern Design Education

Indigenous Knowledge in Modern Design Education: A Path to Sustainability and Innovation

As India prepares its education sector for a global future, the integration of Indigenous Knowledge Systems (IKS) into modern curricula has become essential, especially in design education. The National Education Policy (NEP) 2020 highlights this shift, recommending skill-based learning and the inclusion of IKS not as extracurricular enhancements, but as a core element of pedagogy.

Why IKS Matters in Education

India’s rich legacy of traditional arts, crafts, and indigenous practices—once deeply tied to everyday life—has faced decline due to industrialisation and the influx of foreign-made goods. However, efforts dating back to the Swadeshi Movement, Shantiniketan, and the work of pioneers like Anand Coomaraswamy, as well as institutes like NID and NIFT, laid the foundation for cultural preservation within education.

Today, meaningful integration of IKS can:

• Support sustainable practices
• Foster creativity and problem-solving
• Encourage community-based learning
• Revive endangered traditional crafts

Challenges in IKS Integration

Despite progress, challenges remain. Studio-based learning often overshadows field immersion, and there is a noticeable gap in vocational and technical training that bridges classroom learning with traditional wisdom. Many institutions still follow homogenised teaching models rooted in Western Bauhaus traditions, limiting the scope for culturally grounded innovation.

To overcome this, Indian design education must adopt:

• Field interaction and community engagement
• Hands-on craft documentation and material-based courses
• Collaboration with artisans and local communities

The Shift Towards Community and Sustainability

Some institutions are now taking the lead in this transformation, offering courses that connect students directly with indigenous communities. These efforts demonstrate how traditional knowledge and modern technology can intersect to produce innovative, culturally relevant, and sustainable design solutions.

For example, vocational schools post-NEP 1986 reforms have showcased how indigenous techniques can serve as alternative learning pathways. By integrating these into mainstream education, design institutions are no longer limited to classroom instruction—they are becoming centres of cultural preservation and innovation.

Moving from Tokenism to Genuine Integration

The real success of IKS integration lies in avoiding tokenism. Mere references to crafts in the syllabus are not enough. Instead, education leaders must enable active student participation, including:

• Field visits
• Hands-on workshops
• Long-term community partnerships
• Real-world application of traditional methods using modern tools

This encourages responsible innovation and enhances students’ appreciation of India’s cultural diversity, positioning them to contribute meaningfully to global design challenges.

Conclusion

Design education in India must evolve to meaningfully blend indigenous knowledge with modern design practices. Institutions that commit to this vision will help shape a generation of students who are creative, grounded, and capable of sustainable innovation. With the right pedagogical strategies, India can reclaim its leadership in the global education sector, rooted in heritage and driven by future-ready thinking.