The evolution of education in India has been significantly shaped by various educational commissions and committees, which have attempted to address structural, curricular, and governance-related issues in the education system. Among these, the University Education Commission of 1948–49, chaired by Dr. S. Radhakrishnan, and the National Knowledge Commission (NKC) of 2005–2009, led by Sam Pitroda, stand out for their long-term impact on higher education and knowledge management, respectively. A critical evaluation of their recommendations provides insight into how educational reforms have attempted to reconcile tradition with modernity and the challenges that persist in implementing those recommendations in the present-day governance of education. The University Education Commission (1948–49) was established shortly after India’s independence with the objective of restructuring higher education to meet the needs of a newly independent nation. One of the key recommendations of this commission was the need to promote national integration and social responsibility through education. The commission emphasized that universities should not merely focus on academic excellence but also inculcate democratic values, civic responsibility, and an understanding of India’s socio-cultural context. It recommended the establishment of specialized institutions for professional, scientific, and technical education, alongside a broader liberal education to develop intellectual and moral faculties. The commission also suggested reforms in university governance, advocating greater autonomy for universities while ensuring accountability to the state and society. It highlighted the importance of teacher training, improvement of faculty standards, and the introduction of research-focused curricula to promote innovation and knowledge generation. However, while these recommendations were progressive for the time, several critiques have been raised regarding their implementation and limitations. One