International Council for Education, Research and Training

Educational Implications of Naga Indigenous Games

Yeptho, Vivi1, Shitire, Chideno2 and Yadav, Surendra3

1Research Scholar, Department of Teacher Education, Nagaland University

2Research Scholar, Department of Teacher Education, Nagaland University

3Assistant professor, Department of Teacher Education, Nagaland University

Abstract

The study investigates the significance of indigenous games in education among the Nagas, an indigenous community inhabiting in North-Eastern region of India. Through primary and secondary sources, the paper discusses how the indigenous games are knotted with education among Naga context. The results and findings of the study is discussed based on the literature review and interaction with the elders of the Naga society who are well versed with the methods and importance of indigenous games in the Naga society. The paper reflects the role of indigenous games and its implications in education preserving and transmitting cultures across generations. It explores the importance and value of indigenous games in teaching and learning various life skills and knowledge in different areas. Indigenous games have always been a part and parcel of the Naga society and is deeply rooted in the cultural practices of the Nagas. Indigenous games in the Naga society are not only a form of entertainment and fun but also used to focus on the personal growth focusing on the development of physical fitness, agility, social skills and community engagement. The paper discusses the role of indigenous games in the educational context exploring the different pedagogical importance. 

 Keywords: Nagas, Nagaland, Indigenous games, educational implications, NEP 2020

Impact Statement

Naga Indigenous Games carry profound educational value, offering a unique lens through which to preserve cultural heritage, promote physical well-being, and foster experiential learning. Rooted in community life, these traditional games teach critical life skills such as teamwork, strategy, resilience, and respect for nature. Integrating them into formal and informal education can enhance cultural pride among Naga youth, strengthen identity, and promote intercultural understanding in broader educational contexts. Moreover, they provide a culturally responsive pedagogy that aligns with local values and histories, challenging the dominance of homogenized, textbook-based learning. Recognizing and incorporating Naga Indigenous Games into educational frameworks has the potential to revitalize traditional knowledge systems while fostering holistic development and inclusive education in Northeast India.

About The Author

Ms. Vivi Yeptho is a Research Scholar in the Department of Teacher Education at Nagaland University.

Ms. Chideno Shitire is also a Research Scholar in the Department of Teacher Education at Nagaland University, Kohima Campus.

Dr. Surendra Yadav is an Assistant Professor in the Department of Teacher Education at Nagaland University, Kohima Campus. He holds an M.Sc. in Mathematics, an M.Ed., has qualified the UGC-NET-JRF in Education (June 2006 and June 2010), and earned a Ph.D. in Education from Banaras Hindu University (BHU) in 2018. Dr. Yadav’s areas of specialization and interest include Methods of Teaching Mathematics, Teacher Education, Measurement and Evaluation, Research Methodology, and Educational Statistics.

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