Karnani, RitikaSrivastav, ShamitWelukar, RajanDutta, Anando2025-05-212025-05-212023-010566-2257https://atlasuniversitylibraryir.in/handle/123456789/795ISDIThe deeply ingrained social belief that has prevailed over time says – good education leads to a better life. Historically, in India, the existence of Gurukuls (learning environments led by a learned individual), has always been knowledge and experience-delivering learning centres. The objective of the Gurukul as an education system was truly simple, organic, realistic and obvious - “Plain Living and High Thinking” (Selvamani, 2019). The beneficiaries of this system have been always referred to as ‘shishyas’ or learners, the students; the providers ‘Gurus’ or teachers were highly respected, wise, knowledgeable, and sagacious men with a range of unmatched, sought-after skills which the shishyas hoped to learn and imbibe. This prodigious high ground ensured that the Shishyas, as well as the community inevitably exhibited enormous respect and trust towards their Gurus. The sharing of education included a vast spread, which could include life skills, values, and moralistic and ritualistic insights apart from the core skills – connecting dots across different domains with a rich set of multi-disciplinary and transdisciplinary perspectives.enArticle