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The research examines how the principle of Dharma can be included in the Indian National Education Policy (NEP) 2020. The study seeks to know how Dharma as an educational framework can be infused with contemporary education to promote moral and ethical development as well as intellectual growth among students in India.

This research uses qualitative analysis of NEP 2020 documents and literature related to Indian Knowledge Systems (IKS) and the concept of Dharma. It analyses the philosophical bases behind NEP including traditional texts like Vedas, Upanishads, among others. Moreover, this study also evaluates how current Dharma teachings are implemented into curriculum by assessing its present status of incorporation as a part of Indian Knowledge System.

This research has found that national educational reforms have considered many traditional Indian beliefs and values, but they have not done enough when it comes to incorporating Indian Knowledge System and the concept of Dharma into practice through the curriculum. The paper advocates for a system that is grounded on morals, thus blending the current learning standards with cultural heritage. These findings call for continuous endeavouring in order to embed ethical and moral dimensions of Dharma across all levels within India’s education systems.

The integration of Dharma and IKS in education can enhance the development of well-rounded individuals who are not only intellectually competent but also ethically and morally grounded. This strong foundation of Dharma will also act as a personal and professional guide. Educators and policymakers can use these insights to design curricula that promote holistic growth, aligning with both global educational standards and cultural values.

This paper examines the philosophical and ethical foundation of NEP 2020 instead of only considering its pedagogical and skill-enhancement characteristics, thereby giving a fresh viewpoint. It contributes to the discussion on educational reforms in India by highlighting how present educational needs should be linked with traditional values. The research shows that the concept of dharma can help learners develop holistically so that they can meet present-day problems without losing touch with timeless morals.

This study aims to examine the patterns of and factors influencing agricultural diversification among farmers in the Kaithal district of Haryana, India.

The authors analysed the data collected from a sample of 400 agricultural households from five blocks of Kaithal, Haryana. Agricultural diversification is measured through the Herfindahl Index. Determinants of agricultural diversification have been evaluated using the two-stage least square method.

The average value of the diversification index among farmers in Kaithal is 0.51, indicating that there is room for diversification. In the study area wheat and rice are the dominant crops, while vegetables emerge as the most common non-staple crop. Regression analysis indicates that farmers of Scheduled Caste (SC) are more inclined to diversify crops. Factors such as larger land ownership, utilization of tractors, government subsidies, education and loans positively impact agricultural diversification. The availability of irrigation facilities, and employing labour negatively influence it.

Focus on SC within the diversification policies for equitable access to resources. Special programmes aimed at educating small landowners and casual labourers about diversified crops. Implementing an “Uberisation” model for tractors, providing subsidies on seeds and equipment, customized financing programmes tailored to the needs of small-scale farmers can contribute to boosting agricultural diversification.

This study contributes by providing insights into the farm-level determinants of agricultural diversification in Kaithal district, Haryana. It adds to the understanding of factors influencing agricultural diversification in developing economies at the micro level.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-12-2023-0963.