From Tradition to Transformation Vedic Mathematics as a Bridge to Equitable Education

Rashmi Yadav, S. R. Singh and Renuka Dutt
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Rashmi Yadav: Department of Mathematics, CCS University, Meerut
S. R. Singh: Department of Mathematics, CCS University, Meerut
Renuka Dutt: Department of Mathematics, Vardhaman College Bijnor

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 5749-5756

Abstract: The integration of Vedic Mathematics (VM) into India’s education system creates major opportunities while also posing a few hurdles to widespread implementation, particularly in light of the National Education Policy (NEP 2020). The current study aims to completely explore the possible benefits as well as the problems in incorporating Urdhva Tiryaghbhyam, a vertically and crosswise multiplication method, into both the elementary and higher education systems. I conducted an activity with fifty students of various ages as part of the study’s methodology. Existing related papers, literature, and case studies were also examined to identify the significant gaps and issues in the current educational structure. The findings primarily highlight similar aspects such as resistance to change, a lack of expertise about the issue, and a lack of resources for the study materials. Furthermore, the success of the profitable adoption of Vedic mathematics at the primary and higher education levels depends equally on the roles played by policymakers, educators/mentors, and the students’ families, or parents. The study continues by offering solutions for overcoming these gaps and assuring the long-term integration of Vedic Mathematics, thereby contributing to students’ holistic development in accordance with the NEP’s goals.

Date: 2025
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