Educational discourse in India has increasingly emphasized the need for culturally responsive and contextually grounded curricula, particularly following the adoption of the National Education Policy (NEP) 2020. Indigenous pedagogy, rooted in local knowledge systems, lived experience, and ecological relationships, offers a powerful framework for reimagining curriculum praxis at the secondary school stage. This paper examines how Indigenous pedagogy can be integrated across subject areas within the Bihar School Examination Board (BSEB) curriculum without altering prescribed syllabi. Drawing on curriculum analysis and classroom-based reflections, the study provides a subject-wise elaboration of Indigenous pedagogical applications in Social Science, Science, Mathematics, Language Education, and Vocational Studies. The paper argues that Indigenous pedagogy strengthens curriculum implementation by enhancing relevance, engagement, and conceptual understanding while also affirming learners’ cultural identities. The study enhances curriculum studies by showing how learning from land and community can serve as a valid and rigorous pedagogical approach, while also outlining the challenges encountered in its application