Role Of Indian Knowledge Systems (IKS) Curriculum In Reducing Academic Stress Among Students

Academic stress, driven by heavy syllabi, frequent exams, and high expectations, often exceeds students' coping abilities. This conceptual paper argues that integrating Indian Knowledge Systems (IKS) practices—such as yoga, pranayama, meditation, mindfulness, value-based education, and experiential learning—into the curriculum can reduce academic stress. A thematic review of secondary sources connects IKS practices to Self-Determination Theory and the Transactional Model of Stress. Aligned with India's National Education Policy 2020, the authors propose that IKS-based approaches support emotional regulation, resilience, and balanced development, thereby helping students manage academic pressure more effectively.

Study at a glance

Abstract

Academic stress has become a significant issue in contemporary education, affecting students’ academic performance, mental health, emotional balance, and motivation. Many factors, such as heavy syllabi, frequent examinations, competitive learning environments, and high expectations from parents and institutions, often create pressure that exceeds coping abilities. The present study examines the role of the Indian Knowledge Systems (IKS) curriculum in reducing academic stress among students. The study adopts a conceptual research design based on secondary sources such as peer-reviewed journal articles, books, policy documents, and research reports related to academic stress, well-being, yoga, meditation, and Indian Knowledge Systems. A thematic review of literature was conducted to identify major causes of academic stress and the potential benefits of IKS-based practices. The analyses also connect IKS practices with psychological perspectives such as Self-Determination theory and the Transactional Model of Stress. Aligned with the National Education Policy (NEP) 2020, the study highlights that practices such as yoga, pranayama, meditation mindfulness, value-based education, and experiential learning can support student’s emotional regulation, resilience and balanced development. The paper concludes that integrating IKS into the curriculum can promote holistic well-being and help students manage academic pressure more effectively.