Integrating Mindfulness in East African School Curricula: Opportunities, Challenges, and Best Practice

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dc.contributor.authorKenyangi U. I.
dc.date.accessioned2024-06-19T14:02:44Z
dc.date.available2024-06-19T14:02:44Z
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.description.sponsorshipFaculty of Education Kampala International University Uganda
dc.identifier.issn1597-8656
dc.identifier.urihttp://hdl.handle.net/20.500.12493/14473
dc.language.isoen
dc.publisherResearch Invention Journal of Research in Education
dc.titleIntegrating Mindfulness in East African School Curricula: Opportunities, Challenges, and Best Practice
dc.typeArticle
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