The Indian Knowledge System (IKS) encompasses diverse knowledge traditions that have evolved through generations across fields such as philosophy, science, mathematics, medicine, arts, yoga, and environmental knowledge. This paper examines the conceptual implications of IKS for remodelling Indian education in the context of the National Education Policy (NEP) 2020. It focuses on four complementary dimensions of IKS: the six Pramāṇas as perspectives on knowledge acquisition and validation, the Pancha Kosha framework as a model of holistic human development, the interdisciplinary character of Indian knowledge traditions, and the four Ashramas as a perspective on lifelong learning and human development. The analysis relates these dimensions to key educational objectives of NEP 2020, including experiential and inquiry-based learning, critical thinking, multidisciplinary education, value development, learner well-being, and lifelong learning. The discussion suggests that IKS can provide culturally rooted perspectives for enriching contemporary education while complementing modern scientific and pedagogical approaches. However, its integration requires systematic curriculum development, teacher preparation, authentic learning resources, and critical and evidence-informed engagement with traditional knowledge. The paper concludes that a balanced integration of relevant IKS perspectives with contemporary educational practices can contribute to a more holistic, multidisciplinary, and culturally responsive education system aligned with the broader objectives of NEP 2020.