Mathematics occupies a central place in the educational system as it promotes logical reasoning, problem-solving abilities, analytical thinking, and scientific temperament. Despite its significance, mathematics is often perceived by learners as difficult, abstract, and anxiety-provoking. Contemporary mathematics education is confronted with several challenges, including mathematics anxiety, poor computational skills, lack of conceptual understanding, and declining learner interest. In this context, indigenous knowledge traditions can offer innovative pedagogical alternatives for making mathematics meaningful and engaging. Vedic Mathematics, an important component of the Indian Knowledge System (IKS), provides simple, flexible, and mentally oriented computational techniques that facilitate rapid calculations and stimulate mathematical thinking. Based on sixteen sutras and thirteen sub-sutras systematized by Jagadguru Swami Bharati Krishna Tirthaji, Vedic Mathematics promotes mental computation, pattern recognition, creativity, and multiple approaches to problem-solving. The present paper examines the educational significance and contemporary relevance of Vedic Mathematics from the perspective of the Indian Knowledge System. The study adopts a descriptive and analytical methodology based on secondary sources of data, including books, research articles, policy documents, and reports. The findings reveal that Vedic Mathematics contributes significantly to computational fluency, conceptual understanding, learner motivation, critical thinking, and mathematical confidence. Furthermore, its principles align closely with the objectives of the National Education Policy (2020), particularly its emphasis on experiential learning, competency-based education, critical thinking, and the integration of Indian Knowledge Systems. The study concludes that Vedic Mathematics can serve as an effective pedagogical tool for revitalizing mathematics education and fostering holistic mathematical competencies among learners.
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