This study undertakes a comparative analysis of three inspiring Indian educational philosophers Tagore’s Santiniketan, Gandhi’s Nai Talim, and Sri Aurobindo’s Integral Education concerning the contemporary framework of the National Education Policy (NEP) 2020. By examining the historical contexts, philosophical foundations, and practical implementations of these approaches, the research reveals their enduring influence on modern Indian education. Santiniketan’s emphasis on aesthetic experience and holistic cultural synthesis, Nai Talim’s integration of craft-based learning with vocational skills, and Integral Education’s focus on the balanced development of mind, body, and spirit are critically analyzed. The study employs a qualitative approach such as extensive literature review with qualitative comparative analysis. Findings reveal that while NEP 2020 aspires to strengthen holistic and multidisciplinary education, it also faces challenges in resolving traditional values with contemporary global educational demands. The discussion highlights areas of interaction such as the emphasis on creativity, critical thinking, and the integration of vocational training with practical policy implications for integrating indigenous pedagogical insights into modern curricula. These results emphasize the importance of drawing on India’s rich educational heritage to inform progressive reforms that provide to cognitive and holistic human development (Tagore, 1933; Gandhi, 1940; Aurobindo, 1989; Ministry of Education, 2020).
Rakshit et al. (2025) studied this question.