Indigenous pedagogies and nature based holistic learning in contemporary Indian education

Contemporary education systems across the globe are increasingly criticized for their overemphasis on standardized assessment, cognitive achievement, and market-oriented outcomes, often at the expense of emotional well-being, ethical development, and ecological awareness. In response to these challenges, there has been renewed interest in indigenous and alternative educational models that emphasize holistic development and experiential learning. This study explores how ancient Indian educational principles are being reinterpreted and integrated into modern learning environments through nature-based and holistic schooling practices. Adopting a qualitative narrative research design, the study draws on data collected from 42 participants—including students, teachers, and administrators—from three alternative schools in South India. Data were generated through narrative accounts, classroom observations, and institutional documents, and were analyzed thematically to identify recurring patterns in learning experiences and pedagogical practices. The findings reveal that education rooted in indigenous traditions fosters deeper learner engagement, emotional well-being, ethical awareness, and ecological sensitivity. Key themes include learning in harmony with nature, experiential and reflective pedagogy, strong teacher–student relationships, and the integration of values into everyday learning. Students reported reduced academic stress, enhanced self-awareness, and greater motivation when compared to conventional schooling environments. The study also highlights challenges related to institutional recognition, assessment structures, and alignment with mainstream educational frameworks. The findings suggest that ancient Indian educational philosophies—when thoughtfully adapted—offer valuable insights for reimagining education in the contemporary world. By integrating traditional wisdom with modern pedagogical approaches, such models contribute to sustainable, learner-centered, and socially responsive education. The study underscores the relevance of indigenous knowledge systems in shaping future educational practices and supports the growing global discourse on holistic and transformative learning.