¹M.Ed. (Master of Education) Student, Department of Education, The University of Burdwan, Golapbag, Burdwan, West Bengal, India, PIN- 713104. Email: kartickchmandal.ed@gmail.com, ORCID: https://orcid.org/0009-0005-0880-2643

²Research Scholar, Department of Education, The University of Burdwan, Golapbag, Burdwan, West Bengal, India, PIN-713104, Email: akshaykumarmondal120@gmail.com, ORCID: https://orcid.org/0009-0005-6019-8420

³Professor & HOD, Department of Education, The University of Burdwan, Golapbag, Burdwan, West Bengal, India, PIN-713104, Email: cadhikary@edu.buruniv.ac.in, ORCID: https://orcid.org/0000-0002-5583-012X

DOI Link (Crossref) Prefix: https://doi.org/10.63431/AIJITR/3.IV.2026.145-158

AIJITR, Volume 3, Issue –IV, July - August, 2026, PP.145-158

Received on 21th July, 2026 & Accepted on 31st July, 2026, 

Published: 25th August, 2026

This research investigated the transformative educational potential of the DIYA Pedagogical Framework as an Indigenous educational framework. The study was anchored in the emerging priority to incorporate Indigenous Knowledge Systems (IKS), sustainability consciousness, experiential learning, philosophical inquiry and holistic education within the regulatory guidelines of National Education Policy (NEP) 2020. The central focus of the paper is to draw upon the symbolic nature of rituals associated with the diya and how it can be capitalized as an effective pedagogical medium for fostering scientific temper, reflective consciousness, experiential learning, eco-spirituality, interdisciplinary STEMS education and holistic learner development. Mixed methods research was applied in this study incorporating qualitative and quantitative approaches. The participants included 200 PG students from The University of Burdwan, who were chosen using purposive sampling. Data were collected by standardized questionnaires, reflective journals, observation schedules and interviews. Descriptive and inferential statistics were used to analyze quantitative data while qualitative data were analyzed thematically. Results showed that the DIYA framework had a sizable positive effect on reflective thinking, self-awareness, sustainability consciousness, experiential participation, scientific inquiry, aesthetic creativity, mindfulness and interdisciplinary STEMS understanding for learners. The study discussion results suggested that culturally based symbolic pedagogy successfully balances traditional knowledge with contemporary practice in the field of education. The study findings though proposed the DIYA Pedagogical Framework as an emergent model for ecological conduct of transformative education, it strongly converges with the holistic, multi-disciplinary, experiential and value-laden vision of education as envisioned in NEP 2020 and could be envisaged as a transformative pedagogical framework for nurturing sustainable education.