Impact of Indian Knowledge Systems-Based Pedagogy On Affective Learning Outcomes: A Study Of Secondary School Students In Gujarat, India

Abstract

The integration of Indian Knowledge Systems (IKS) into contemporary educational frameworks represents a significant pedagogical shift in India's National Education Policy 2020. This research examines how IKS-based teaching methodologies influence affective learning outcomes among secondary school students in Gujarat, India. Affective learning encompasses emotional engagement, cultural identity, value formation, and attitude development—dimensions often overlooked in traditional cognitive-focused assessments. Through a mixed-methods study involving 450 students across twelve secondary schools implementing IKS pedagogy, we measured changes in student motivation, cultural pride, ethical awareness, and learning enthusiasm. The findings reveal that students exposed to IKS-integrated curriculum demonstrated 34% higher scores in affective engagement metrics compared to control groups following conventional teaching methods. Students particularly showed enhanced appreciation for indigenous wisdom, stronger connections to cultural heritage, and improved collaborative learning behaviors. The research identifies specific IKS pedagogical elements—such as experiential learning through ancient texts, value-based storytelling, and contemplative practices—that most significantly impact affective outcomes. This study contributes to understanding how culturally-rooted pedagogies can enhance holistic student development beyond academic achievement, offering practical implications for curriculum designers and educators seeking to implement NEP 2020's IKS integration mandates.