Integrating Indian Knowledge Systems (IKS) into engineering programs encourages holistic thinking, sustainability awareness, and cultural relevance. However, there is still a need for structured pedagogical models that meaningfully embed IKS within technical curriculum. The proposed study applies the Design Thinking framework as an instructional strategy to teach Pranayama to engineering students. Initially, the students attended conventional classroom sessions and reviewed academic literature on Pranayama. A pre-test was conducted after this. The same group of students were then engaged in the five stages of the Design Thinking process for working on the same topic. During this phase, they conducted community surveys. The survey was based on respiratory health, family history, and environmental influences. Then the students consulted yoga therapists to interpret the findings. A post-test and qualitative feedback were collected after completion of this activity. Also, a Learning Sustainability Index (LSI) was developed to quantify long-term learning and application. The results indicated appreciable gains in conceptual clarity, community connection, and sustained application of knowledge. Students taught only through the traditional method recorded an average LSI of 0.51, whereas those who learned through Design Thinking achieved an average LSI of 0.874, representing a 36.4% improvement in sustainable learning. These outcomes indicate that Design Thinking offers a powerful pathway for integrating IKS into engineering education, supports SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education). Further, the process also encouraged students to pursue related capstone projects.
Panditrao et al. (Tue,) studied this question.