by Dr. Bhawani Singh1, Sangeeta Singh2, Radhika Bhattrai3*, Chandra Shekhar Pandey4,
Rani Singh
ABSTRACT
Ayurveda, India’s ancient system of holistic medicine, is undergoing a significant pedagogical transformation
driven by the widespread adoption of digital and information technologies. This state-of-the-art review
systematically examines the landscape of technology intervention in Ayurveda education in India, covering
platforms, policy frameworks, government initiatives, pedagogical modalities, and implementation
challenges. The review specifically analyses the roles of national platforms – SWAYAM, NPTEL, and the Ayush
Education Learning Management System (AELMS) – alongside the regulatory contributions of the National
Commission for Indian System of Medicine (NCISM) through its mandate for online elective delivery in the
Bachelor of Ayurvedic Medicine and Surgery (BAMS) curriculum from AY 2024–25. The Ministry of AYUSH’s
AYUSH Grid ecosystem, encompassing 22+ digital tools including the NAMASTE Portal, e-Charak, DHARA,
TKDL, and Ayurvidya (AIIA), is mapped comprehensively. Findings reveal a multi-layered and evolving
digital ecosystem with significant convergence of regulatory will and technological capability, yet profound
challenges persist: inadequate content for core Ayurvedic subjects on mainstream platforms, the epistemic risk
of reducing experiential knowledge to digital content, infrastructure gaps across 700+ colleges, faculty
technology resistance, Sanskrit-digital interface barriers, and the absence of a centralized Ayurveda content
quality framework. The review proposes a hybrid pedagogical model grounded in Ayurvedic epistemology,
along with short-, medium-, and long-term policy recommendations for NCISM, Ministry of AYUSH, and
affiliated institutions. The paper argues that technology integration in Ayurveda education must serve – not
supplant – the guru-shishya tradition and the experiential transmission of Ayurvedic wisdom.
