From Gurukul to Global Classrooms: Reconfiguring Pupil Teachers' Beliefs through Indian Knowledge Systems for a Sustainable Viksit Bharat

The evolution of Indian education from the Gurukul system to current global classrooms symbolized a break from the values-based and holistic model to tech-mediated, outcome-driven methodologies. Although education has become an innovation and global competency-focused model, it tends to exclude ethical, ecological, and reflective aspects from education (Sharma, 2011). In what follows, this article critically engages with the potential of Indian Knowledge Systems (IKS) to revolutionise pupil teachers’ beliefs towards sustainability and the vision of Viksit Bharat. The paper argues that incorporating IKS in teacher education creates more integrous, ethical, and sustainable teaching practices with theoretical perspectives and policy frameworks, such as the National Education Policy 2020 (NEP 2020). It concludes that the integration of traditional epistemologies and contemporary pedagogies is needed to develop reflective educators to meet the challenges of the 21st century.