Indian Knowledge Systems (IKS) comprise a rich body of indigenous philosophical, ethical, pedagogical, and cultural traditions that have historically shaped value formation and educational practices in India. In teacher education, IKS provides a strong foundation for value education by fostering moral integrity, professional ethics, social responsibility, and cultural rootedness among prospective and practising teachers. This paper critically examines the role of Indian Knowledge Systems as a framework for value education in teacher education programmes through a systematic review of secondary sources, including classical Indian texts, contemporary educational literature, policy documents, and selected case studies. The study explores the relevance of core IKS principles such as dharma, karma, ahimsa, seva, self-discipline, and ecological consciousness, highlighting their potential integration into teacher education curricula and pedagogical practices. It also discusses key challenges related to curricular integration, teacher educators’ preparedness, contextual adaptation, and institutional support. The paper proposes pedagogical strategies such as experiential learning, reflective practice, community engagement, and interdisciplinary approaches for effective integration of IKS in value education. The study concludes that positioning Indian Knowledge Systems as a foundational component of value education can significantly enhance the holistic professional development of teachers and promote ethically grounded, culturally responsive educators.