The western epistemological tradition often pursues happiness through external achievements, but this overlooks internal conflict, self-dissociation, and social-political disconnection. This article proposes integrating core principles from the Bhagavad Gita—inner peace, karma yoga, and spiritual well-being—into higher education as a complementary framework. Through textual analysis, it identifies these principles as a counterbalance to external success and outlines three practical pathways: curricular design, pedagogical transformation, and epistemic intervention. The work advances a Bharatavarshiya rhetorical and philosophical framework that values both personal and societal well-being, contributing to discourse on ethical, spiritually grounded education.
Vipassana, an ancient mindfulness practice rooted in Buddhism, is presented as a valuable approach for enhancing attention and emotional well-being in academic settings. This conceptual paper synthesizes literature from Buddhist philosophy, cognitive psychology, neuroscience, and mindfulness-based educational philosophy to propose a systematic framework for implementation. A six-phase model is outlined: institutional readiness, resource and coordinator allocation, developing settings, conducting student-teacher workshops, implementation with checkpoints and assessments, and 'Review and Adapt' cycles. Cultural differences, logistic constraints, and limited research pose challenges, but integrating Vipassana into curriculum and daily activities is argued to foster holistic development and academic benefits.