Indigenous education in India is deeply connected with the preservation of cultural identities, traditional knowledge systems, languages, and community-based ways of learning. However, educational inclusion cannot be achieved merely through access and participation; it requires learning environments where Indigenous learners experience recognition, respect, and meaningful belonging. This study examines the role of sense of belonging as a connecting mechanism between culturally responsive inclusion and sustainable Indigenous education in India. An integrative literature review approach was adopted to synthesize empirical studies, conceptual works, and policy documents related to Indigenous education, inclusion, cultural recognition, language, and sustainability. Following the framework of Whittemore and Knafl’s integrative review methodology, the study analysed existing literature to identify key factors shaping Indigenous learners’ educational experiences. The synthesis highlights that cultural recognition, multilingual education, culturally responsive pedagogy, supportive teacher-student relationships, and meaningful school-community partnerships are central to developing a strong sense of belonging. The findings suggest that belonging functions not merely as an emotional outcome but as a relational and educational process that transforms formal inclusion into meaningful participation and long-term educational sustainability. The study argues that sustainable Indigenous education requires moving beyond access-oriented approaches towards culturally affirming educational practices that recognise Indigenous learners as active contributors to knowledge creation. The review provides a conceptual foundation for strengthening inclusive educational policies, teacher preparation, and future research on Indigenous education in India.