Mindfulness for Student Well-being and Sustainable Development in Indian Education
International Journal of Humanities Commerce and Education May 15, 2026 DOI: 10.59828/ijhce.v2i5.96 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Topics | Meditation |
| Keywords | Transformative learning Sustainable development Indigenous Psychological intervention Mental health Conceptual framework Sustainability Holistic education Pedagogy Corporate governance Engineering ethics Conceptual model Psychological resilience Curriculum framework Traditional knowledge |
| Key points | Argues that embedding mindfulness within contemporary educational frameworks can enhance student well-being, strengthen skill development, and contribute to a more inclusive, resilient, and human-centred education system in India. |
Abstract
The increasing prevalence of stress, anxiety, and emotional challenges among students calls for comprehensive and policy-driven interventions that promote holistic development within the education system. This paper examines mindfulness as a transformative approach for enhancing student well-being in Indian education. Rooted in the Indian Knowledge System, mindfulness draws upon indigenous traditions such as Yoga and meditation, offering culturally grounded and sustainable responses to contemporary mental health concerns. Aligned with the vision of the National Education Policy (NEP 2020), which emphasizes holistic, multidisciplinary, and competency-based education, the study adopts a conceptual and integrative framework to explore how mindfulness contributes to the development of essential life skills, including emotional regulation, self-awareness, and resilience. These competencies are crucial for fostering balanced individuals capable of navigating academic and social challenges effectively. The paper further analyses the role of educational governance in facilitating the integration of mindfulness-based practices within curriculum design, teacher education, and institutional processes. By linking mindfulness with Sustainable Development Goals, particularly SDG 3 (Good Health and Well-being) and SDG 4 (Quality Education), the study highlights its potential as a sustainable and policy-relevant strategy for improving educational outcomes. It concludes that embedding mindfulness within contemporary educational frameworks can significantly enhance student well-being, strengthen skill development, and contribute to the broader vision of Viksit Bharat @2047 through a more inclusive, resilient, and human-centred education system.