The Inclusivity Of (Bharatiya) Culture, Environment Sustainability And Itep Curriculum In Context To Nep 2020

Abstract

This article examines the relationship between inclusiveness, Bharatiya culture, and sustainability in relation to the Integrated Teacher Education Programme (ITEP) and the National Education Policy (NEP) 2020. The research was completed on qualitative literary research design and comparative curriculum development strategies for cultural heritage education and ecological awareness pedagogical practice. The theoretical framework of the study assumes that inclusiveness is an unavoidable requirement in inclusive education in the 21st century and involves interdisciplinary, multidisciplinary, and transdisciplinary orientations. The article explores that the NEP 2020 ITEP encourages inclusivity in pedagogy and aligns undergraduate academics with teacher education. The paper investigated the ways and means to incorporate Bharatiya culture, including traditions, rituals, art forms, and subregional diversity, to facilitate national values, identity, and the “Rashtra Sarvopari” concept. Additionally, the study emphasized the immediacy of teacher education programs including sustainability, through eco-pedagogy and awareness programs, green initiatives, and innovative curriculum. By placing ITEP within a broader socio-cultural and ecological context, this paper supports campaigns and strategies that integrate indigenous knowledge systems, traditional practices, and contemporary education systems. The findings ultimately argue that a culturally situated and ecologically conscious ITEP model is essential to preparing future educators and enculturating them in holistic, value-based, and sustainable educational practices in India.