Integrating Mindfulness in East African School Curricula

dc.contributor.authorKenyangi U. I.
dc.date.accessioned2024-12-18T05:40:45Z
dc.date.available2024-12-18T05:40:45Z
dc.date.issued2024
dc.description.abstractThe integration of mindfulness practices in education has garnered global attention for its potential to enhance cognitive and emotional well-being among students. This paper examines the applicability and benefits of mindfulness-based interventions, such as meditation and yoga, in East African school curricula. The study addresses the current educational challenges in the region, emphasizing the over-reliance on rote learning and the need for fostering creativity and independent thought. Through a review of literature and analysis of global mindfulness programs, the paper explores the potential cognitive and socio-emotional benefits of mindfulness practices for East African students. It also discusses cultural considerations, challenges, and best practices for implementing such programs in a culturally sensitive manner. The findings suggest that while mindfulness practices offer significant benefits, successful integration requires careful adaptation to local cultural contexts and comprehensive teacher training.
dc.identifier.issn1597-8656
dc.identifier.urihttp://hdl.handle.net/20.500.12493/14630
dc.language.isoen
dc.publisherKampala International University
dc.titleIntegrating Mindfulness in East African School Curricula
dc.title.alternativeOpportunities, Challenges, and Best Practice
dc.typeArticle
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