Embedding Panchkosha Philosophy into the Integrated Teacher Education Program (ITEP) Curriculum: Towards Multidimensional Teacher Competency Development
International Journal For Multidisciplinary Research June 27, 2026 DOI: 10.36948/ijfmr.2026.v08i03.82499 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that incorporating Panchkosha philosophy into ITEP can develop self-awareness, critical thinking, empathy, and professional ethics in teacher competencies, aligning with NEP 2020's objective to mainstream Indian Knowledge Systems. |
Abstract
The National Education Policy 2020 has a strong focus on holistic, transdisciplinary and value-based learning in India’s teacher education reform. A major reform in this context is the Integrated Teacher Education Program (ITEP) which aims to produce capable, reflective and socially aware teachers. The article deals with the Panchkosha philosophy, coming from the Taittiriya Upanishad, as a foundation for designing multifaceted teacher competences in the ITEP curriculum. The Panchkosha model - a concept that describes human development through five layers: the physical (Annamaya), vital or energy (Pranamaya), mental/emotional (Manomaya), intellectual (Vijnanamaya) and spiritual (Anandamaya). The study employs an analytical and conceptual framework to examine the embeddedness of these dimensions into curricular components of ITEP at constituent or base, curriculum related aspects such as foundational courses, pedagogy, school internship and community engagements. Cognitive, emotional and ethical sense is made by aligning teacher education with Panchkosha, as it fosters physical development, emotional resilience, moral orientation and spiritual awareness among the future teachers for 21st century. How ITEP curricula may contain-either implicitly or explicitly holistic elements is examined to understand gaps that exist (and those available) within ITEP curriculum to address the heightened human dimensions of development. It offers a Panchkosha Curriculum Framework that embodies experiential learning, reflective practices, yoga and mindfulness, value education and community-based learning as integral to pedagogical approaches. The result indicates that the remnants of Panchkosha philosophy can be incorporated in ITEP which can play an important role in the development of self-awareness, critical thinking ability, empathy with professional ethics in teacher competencies. Such approach is in line with the overall objective of NEP 2020 to mainstream Indian Knowledge Systems in education and prepare teachers as facilitators of holistic learning.