From Gurukuls to Green Classrooms: Nature-Based Learning in Ancient Indian Educational Traditions and its Relevance for Sustainable Education under NEP 2020

Abstract

The ecological pressures of the twenty-first century have renewed scholarly interest in educational models that nurture a responsible relationship between human beings and the natural world. This paper revisits the nature-based learning practices of ancient Indian educational traditions and argues for their relevance to sustainable education as envisioned by the National Education Policy (NEP) 2020. Adopting a conceptual and descriptive approach, the study draws on Vedic and Upanishadic literature, classical accounts of ancient Indian education, and contemporary scholarship on eco-pedagogy and the Indian Knowledge System (IKS). Through a thematic reading of this material, it shows how the forest-based Gurukul, or Tapovana, operated as an immersive learning environment in which observation, experiential practice, agrarian labour, and shared community living cultivated ecological sensitivity alongside ethical maturity. Six eco-pedagogical principles are distilled from these traditions: learning by direct experience, the interconnectedness of life, environmental stewardship, simplicity and sustainable living, holistic development, and respect for biodiversity. The paper maps these principles onto NEP 2020 priorities such as experiential learning, environmental education, and the integration of IKS, and considers their implications for teacher educators. It concludes that ancient Indian eco-pedagogy offers a culturally rooted foundation for the sustainable and holistic education India seeks to build today.

Keywords: Indian Knowledge Systems, Gurukul, Nature-Based Learning, Eco-Pedagogy, Sustainability Education, NEP 2020