The integration of Indian Knowledge Systems (IKS) in higher education calls for pedagogical approaches that go beyond content delivery and toward developing reflective, self-directed learners. This paper argues that metacognitive skills can serve as an effective pedagogical tool for this integration. The primary objectives of the study are: (i) to examine how metacognitive strategies-such as self-awareness, self-monitoring, and self-regulation-can facilitate students’ engagement with IKS, (ii) to analyze ways in which reflective thinking aids in bridging indigenous epistemologies with modern academic frameworks, and (iii) to propose curricular and instructional models that employ metacognition for meaningful learning outcomes. Methodologically, the study adopts a qualitative approach, combining a review of literature on metacognition and IKS with classroom-based case examples from higher education contexts. Content analysis is used to identify pedagogical intersections between metacognitive practices and traditional knowledge systems, while reflective feedback from learners and educators is considered to assess effectiveness. The findings suggest that fostering metacognitive awareness enables learners to critically evaluate and integrate IKS into their academic pursuits, promoting deeper comprehension and intercultural sensitivity. Such an approach not only validates indigenous wisdom within modern academia but also equips students with adaptive learning skills essential for a globalized knowledge society.