Abstract
The National Education Policy (NEP) 2020 advocates the integration of the Indian Knowledge System (IKS) into teacher education to promote holistic development, cultural rootedness, and experiential learning. Art education provides an effective platform for implementing IKS through indigenous art forms, traditional crafts, storytelling, yoga, mindfulness, and reflective practices. The present study investigates the effect of Indian Knowledge System-based innovative pedagogy in art on the self-esteem of pupil teachers.The study employed a quasi-experimental pre-test–post-test design involving pupil teachers enrolled in Dayalbagh Educational Institute, Dayalbagh, Agra. An IKS-based art pedagogy module was developed by the researcher and implemented over a period of eight weeks. The intervention included activities such as Madhubani, Warli, Gond and Mandala art, clay modeling, eco-friendly craft, storytelling based on Indian traditions, yoga, meditation, and reflective discussions. A standardized Self-Esteem Scale was administered before and after the intervention to assess changes in participants' self-esteem. The collected data were analyzed using descriptive statistics and t-test.The findings indicated a statistically significant improvement in the self-esteem of pupil teachers after participation in the IKS-based art pedagogy programme. The study highlights that integrating traditional Indian artistic knowledge with innovative teaching strategies fosters creativity, confidence, self-expression, cultural identity, and emotional well-being. It also reinforces the role of IKS in preparing reflective, value-oriented, and professionally competent teachers. The study contributes to the growing body of literature on IKS and offers practical implications for curriculum developers, teacher educators, and policymakers working towards the effective implementation of NEP 2020 in teacher education.