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Introduction: Padarth Vijnana, the science of categories of existence, constitutes the philosophical bedrock of Ayurvedic education. Despite its foundational status in the Bachelor of Ayurvedic Medicine and Surgery (BAMS) curriculum, the pedagogy of this subject has remained largely traditional, relying on didactic lectures and rote memorisation. The absence of a structured, evidence-based pedagogical framework has been identified as a critical gap in contemporary Ayurvedic medical education. Methods: This review was conducted through a systematic search of electronic databases including PubMed, Google Scholar, AYUSH Research Portal, and DHARA (Digital Helpline for Ayurveda Research Articles) for literature published between 2000 and 2025. The search strategy employed terms including “Padarth Vijnana,” “Ayurvedic education,” “pedagogical framework,” “Vaisheshika,” “BAMS curriculum,” and “medical education pedagogy.” Classical Ayurvedic texts including Charaka Samhita, Sushruta Samhita, and Vaisheshika Darshana were also reviewed. A total of 87 sources were screened, and 42 met the inclusion criteria for qualitative synthesis. The review critically appraises existing teaching methodologies, proposes an integrated pedagogical framework grounded in constructivist learning theory and Bloom’s revised taxonomy, and outlines a validation strategy using mixed-methods approaches. Results: The review reveals that current pedagogical approaches to Padarth Vijnana teaching are predominantly lecture-based with limited active learning integration. The proposed framework organises the Padarth Vijnana syllabus across six cognitive domains, incorporating case-based learning, concept mapping, Socratic questioning, and clinical correlation modules. Comparative analysis of institutions that adopted active learning strategies for foundational Ayurvedic subjects demonstrated improved examination performance (12–18% increase in mean scores), enhanced conceptual retention at six months, and higher student satisfaction indices. The framework validation protocol employs pre-post assessment, Delphi expert consensus, and qualitative focus group analysis. Discussion: The findings support the integration of modern pedagogical principles with traditional Ayurvedic teaching methodologies. The proposed framework addresses the documented deficiencies in Padarth Vijnana instruction while preserving the epistemological integrity of classical Ayurvedic philosophy. Implementation challenges including faculty training, institutional resistance, and assessment redesign are discussed. The framework offers a replicable model for curricular reform across foundational BAMS subjects, aligning with the National Commission for Indian Systems of Medicine (NCISM) mandate for competency-based education