Abstract Purpose: The goal of this chapter is to examine how the National Education Policy (NEP) 2020 supports the incorporation of Indian Knowledge Systems (IKS) into the teaching of health and paramedical sciences. It highlights how Ayurveda, yoga, ethics, and holistic wellness practices can improve healthcare training in India and change curricula. Design/Methodology/Approach: Using NEP 2020 guidelines, a review of the literature, and case studies like AIIMS's yoga-based wellness programs, AYUSH projects, and IKS centers funded by the UGC, a qualitative, policy-based approach is taken. The discussion is further contextualized by comparative insights from international educational practices. Findings: This chapter concludes that by encouraging multidisciplinary education, cultural rootedness, and value-based learning, NEP 2020 represents a paradigm shift. Stress management, empathy, patient-centered care, and sustainable practices are all strengthened when IKS is incorporated into paramedical sciences. Faculty readiness, curriculum alignment, and a lack of research validation are major obstacles; digital learning models, interdisciplinary approaches, and international partnerships present opportunities. Practical Implications: Professionals who are technically proficient, morally oriented, and culturally aware can be created by integrating IKS into paramedical and health sciences education. This kind of integration offers creative avenues for curriculum design and policy implementation while also being in line with global wellness trends and India's healthcare needs. Originality/Value: This chapter adds to the developing conversation on IKS in higher education by tying NEP 2020 reforms to workable curriculum enrichment techniques. It offers useful information that institutions, educators, and legislators can use to promote holistic healthcare education. Keywords: Indian Knowledge Systems; NEP 2020; Paramedical Education; Health Sciences; Ayurveda; Yoga; Holistic Well-being