Integrating Mindfulness in East African School Curricula
dc.contributor.author | Kenyangi U. I. | |
dc.date.accessioned | 2024-12-18T05:40:45Z | |
dc.date.available | 2024-12-18T05:40:45Z | |
dc.date.issued | 2024 | |
dc.description.abstract | The 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.issn | 1597-8656 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12493/14630 | |
dc.language.iso | en | |
dc.publisher | Kampala International University | |
dc.title | Integrating Mindfulness in East African School Curricula | |
dc.title.alternative | Opportunities, Challenges, and Best Practice | |
dc.type | Article |