School Education Research Articles

초등학교 저학년 신체활동교육에 관한 담임교사의 경험과 시사점

Objectives This study explored the reality of physical activity education in the lower grades through the experi-ences of elementary school teachers and made suggestions for strengthening and revitalizing physical activity ed-ucation in the lower grades. Methods Four lower elementary school classroom teachers interested in and experienced in physical activity edu-cation were selected as participants in the study, and data were collected through in-dept interviews and analysis of literature and documents. The collected data were analyzed through Yin’s five-step analytical cycle, and the an-alyzed data were subjected to triangulation, participant verification, and peer review to enhance the validity of the study. Results In “Students Growing Up Physically Active,” teachers believed that lower elementary students love to be physically active and that diverse and active physical education can help them adjust to school life and grow physi-cally, mentally, and emotionally. However, in “Teachers who are overwhelmed by physical activity,” teachers felt burdened and challenged to teach physical activity due to a variety of factors. In “Teaching Physical Activity Necessary,” there was a lack of physical activity in the lower elementary curriculum and a lack of physical activity education in schools. Conclusions In order to strengthen and revitalize physical activity education in the lower grades of elementary school, we suggested strengthening the importance of basic movement competency education in the lower grades, implementing systematic physical education in the lower grades, improving awareness of physical activity education in the lower grades, and improving the educational environment.

Exploring the Nexus of Organizational Culture, Digital Capabilities, and Organizational Readiness for Change in Primary School in Digital Transformation: A Quantitative Analysis

<p style="text-align:justify">In the context of Vietnam's primary schools undergoing a digital transformation, this research investigates the relationship between organizational culture (OC), digital capabilities (DC), and organizational readiness (OR) for change. This survey, which employs a quantitative methodology, includes 892 teachers and school managers from different elementary schools. Analyses were conducted using SPSS Statistics 26.0. The study shows a favorable relationship between digital skills and organizational readiness, suggesting that more digitally capable institutions are better equipped to handle change. Furthermore, a significant correlation exists between corporate culture, digital skills, and organizational readiness, indicating that schools with a creative and supportive culture are more prone to embrace digital change. These results advance knowledge of the variables affecting organizational change-readiness in Vietnam's primary school digital transformation. These results also have significant implications for educational policymakers, school administrators, and other stakeholders facilitating digital transformation in primary schools. By recognizing the benefits of digital capabilities and organizational culture for organizational change readiness, decision-makers can implement strategies to foster a supportive culture and enhance digital capabilities within educational institutions, ultimately leading to more successful and effective digital transformation initiatives.</p>

학습 효과가 높은 수업과 낮은 수업의 학습 과정과 평가의 특성에 관한 연구

Objectives The purpose of this study is to explore the characteristics of instructions recognized as having a high learning effect and as having a low learning effect. Methods For this purpose, we conducted written interviews using online platform with 18 prospective instructors who are experiencing the pre-instructor course at the graduate school of education. It was designed to focus on instructions experienced before, not on instructions currently being taken, and through this, the process and effect of learning could be reported more objectively. The collected qualitative data were analyzed using a thematic anal-ysis method, and the learning process of instructions with high learning effects and instructions with low learning effects were derived and presented in a diagram. Results As a result of the study, 3 main categories, 9 themes, and 19 subcategories were derived as character-istics of the learning process included in instruction with high learning effect, and the amount of learning load, dif-ficulty, and responsibility perceived by learners were also confirmed along with the learning burden factors. As for the instruction with low learning effect, 3 main categories, 9 themes, and 18 subcategories were derived, and these included ‘no task’ and ‘no burden’. In the instruction with high learning effect, the focus of assignments and evaluations was on the learning process and performance, and improvement and feedback were made through the feedback of the instructor. In the instruction with low learning effect, the focus of assignments and evaluations was on organizing, summarizing, and general evaluation, and it was difficult to confirm improvement and feedback through instructor's feedback. Moreover, the difficulty and amount of learning load in the class were burden factors that appeared in both classes with high and low learning effects. Considering these results, instructors need to consider ways to have explanatory power to effectively deliver class content by analyzing learners' levels rather than reducing the difficulty and amount of learning. Conclusions Based on these findings, recommendations were provided to guide professors in aiming for and de-signing effective instructions.

ESG 활동을 연계한 중학교 생태전환교육 프로그램 개발 연구

Objectives This study took ecological transition education as an integrated subject, analyzed the general and spe-cific documents of the 2015 revised and 2022 revised middle school curriculum, and attempted to develop a mid-dle school education program linked to ESG activities. Methods To this end, the planning and diagnosis phase was carried out from February to March 2023, the full-scale research project was carried out from April to October, and analysis and generalization of research re-sults were conducted from November to February of the following year. After receiving two rounds of expert ad-vice, we modified and supplemented the ecological transition education program linked to ESG activities and or-ganically linked it with the ESG activities of Earth Environment (E) practice activities, Social Realization (S) practice activities, and Win-Win Cooperation (G) practice activities. An ecological conversion education program was developed. Results The details of the research and development are (1) composition of the content system of ecological transformation education linked to ESG activities, (2) establishment of types of ecological transformation educa-tion linked to ESG activities, (3) nine programs of ecological transformation education linked to ESG activities, (4) The adequacy and effectiveness of developing a middle school ecological transition education program linking ESG activities was confirmed in five aspects, including the curriculum design content of ecological transition education linked to ESG activities and (5) the degree of ecological literacy cultivation. Conclusions Firstly, it contributed to a certain extent in cultivating ecological literacy (capacity to practice global environment, competency to implement social implementation, and competency to practice win-win coopera-tion). Secondly, it was helpful in strengthening ecological transition education linked to the school curriculum. Thirdly, it helped create a school culture that reduces carbon emissions. Fourthly, along with awareness of eco-logical transition education, the practical capabilities of teachers and students were improved.

Exploring the significant problems confronting secondary schools history education: a baseline study

The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history education teachers and eight top-ten students from Sebeta town public secondary school were interviewed, and academic achievement statistics of 174 students in history education were analyzed. In addition eight lesson observations were carried out to validate the information gleaned from the interviews and document analysis. The study's findings show that the primary challenges influencing history education in Sebeta town public secondary schools were teaching strategy, a lack of awareness about implementing participatory teaching methods, a lack of comprehensiveness of the contents of history education teaching materials, and the issue of the bulkiness and scope of history education texts being covered on time. The findings also indicate the significance of training history education teachers to use participatory teaching tactics, as well as the need for curriculum experts to better coordinate the range of history education content and teaching strategies. The findings of this study will help teachers, practitioners, scholars, policymakers, and educational professionals find solutions to significant problems in secondary school history education, as well as develop effective techniques for teaching history education in secondary schools that involve twenty-first century skills and abilities.

Cancer awareness and its related factors among junior high and high school teachers in Japan: a cross-sectional survey

BackgroundThe early detection and prevention of many cancers is possible. Therefore, public awareness about cancer risk factors and warning signs must be increased to ensure early diagnosis. Although Japan has implemented mandatory cancer education in junior high and high schools, few studies have evaluated teachers’ cancer awareness. This study aimed to determine Japanese junior high and high school teachers’ awareness of cancer and related factors.MethodsThis cross-sectional study obtained data through an online questionnaire survey using questions from the Cancer Awareness Measure (CAM) developed by Cancer Research UK. Thirty items were selected from three CAM modules: cancer risk factors, cancer warning signs, and barriers to seeking help. Descriptive statistics were used for socio-demografic data and CAM module questions. The χ2 test was performed on the relationship between cancer awareness and socio-demographic data. Multiple logistic regression analysis was used to identify factors influencing cancer awareness.ResultsRespondents included 316 junior high school and 463 high school teachers (541 men; 238 women; average age = 48.2 years; average teaching experience = 23.5 years). An average of 5.41 out of 11 cancer risk factors were recognized. More than 70% of teachers recognized smoking, exposure to another person’s cigarette smoke, and having a close relative with cancer as risk factors. On average, 4.52 out of 9 cancer warning signs were recognized. More than 50% of teachers recognized the warning signs of unexplained lump or swelling, unexplained weight loss, and unexplained bleeding. Barriers to seeking help had a low average score of 4.51 out of 20. However, the most commonly recognized “barriers to seeking help” were “too busy to make time,” “difficult to make an appointment,” “worried about what the doctor might find,” and “too scared.” Moreover, the common factors that affected awareness of cancer risk factors and cancer warning signs were gender and cancer experience of relatives. Factors that affected awareness of “barriers to seeking help” were “participation in cancer-related workshops,” age, gender, and cancer experience of relatives.ConclusionsCancer awareness education should consider interventions that can improve knowledge of the symptoms and signs related to cancer without increasing the awareness of barriers to seeking help.

Gestational glucose intolerance among pregnant women at the Cape Coast Teaching Hospital

BackgroundMalaria in pregnancy can have adverse outcomes if untreated. Both malaria and pregnancy are associated with insulin resistance and diabetes. Although malaria is treated prophylactically with gestational diabetes mellitus (GDM) screened for in pregnancy as part a routine antenatal care, their impacts have not been examined in terms of other forms of dysglycaemia. This cross-sectional study examined insulin resistance and its relationship with dysglycaemia and malaria among pregnant women in the Cape Coast Teaching Hospital (CCTH).MethodsUsing a structured questionnaire, demographic and clinical information were obtained from 252 pregnant women aged 18–42 years. Weight and height were measured for computation of body mass index (BMI). Measurement of insulin, lipid profile and glucose were taken under fasting conditions followed by oral glucose tolerant test. Insulin resistance and beta-cell function were assessed by the homeostatic model as malaria was diagnosed by microscopy.ResultsThe respective prevalence of GDM, gestational glucose intolerance (GGI) and insulin resistance were 0.8% (2/252), 19.44% (49/252) and 56.75% (143/252). No malaria parasite or dyslipidaemia was detected in any of the participants. Apart from BMI that increased across trimesters, no other measured parameter differed among the participants. Junior High School (JHS) education compared with no formal education increased the odds (AOR: 2.53; CI: 1.12–5.71; P = 0.03) but 2nd trimester of pregnancy compared to the 1st decreased the odds (AOR: 0.32; CI: 0.12–0.81; P = 0.02) of having insulin resistance in the entire sample. In a sub-group analysis across trimesters, pregnant women with JHS education in their 3rd trimester had increased odds (AOR: 4.41; CI: 1.25–15.62; P = 0.02) of having insulin resistance.ConclusionPrevalence of GDM and GGI were 0.8% and 19.44% respectively. The odds of insulin resistance increased in pregnant women with JHS education in the 3rd trimester. Appropriate measures are needed to assuage the diabetogenic risk posed by GGI in our setting.

The changes in fear of childbirth in pregnancy during and before the COVID-19 pandemic

We aimed to investigate how factors such as age, education level, planned delivery method and fear of childbirth were affected in pregnant women before and during the pandemic. This cross-sectional study compared a pre-pandemic pregnant group (July 2019 and December 2019) and a pandemic group (November 2020 and May 2021) of patients at Kütahya Health Sciences University Evliya Çelebi Training and Research Hospital. A total of 696 pregnant women in their second trimester were included in the study. All of them were literate and voluntarily agreed to participate in the study. Data were collected with the Wijma delivery expectancy/experience questionnaire (WDEQ-A), and the outpatient doctor asked the questions face-to-face. The mean age of the pregnant women participating in the study was 31.6 ± 6.8 years. While the total Wijma score was 62.1 ± 25.1 in the pre-pandemic group, it was 61.3 ± 26.4 in the pandemic group, and there was no significant difference between the two groups (p = 0.738). Upon analyzing the fear of childbirth among groups based on education level, no statistically significant differences were observed between the pre-pandemic and pandemic periods within any of the groups. While 25.7% (n = 179) of all participants had a normal fear of childbirth, 22% (n = 153) had a mild fear of childbirth, 27% (n = 188) had a moderate fear of childbirth, and 25.3% (n = 176) had a severe fear of childbirth (Wijma score of 85 and above). When the pre-pandemic and the pandemic period were compared, the fear of childbirth was unchanged in pregnant women at all education levels (p = 0.079, p = 0.957, p = 0.626, p = 0.539, p = 0.202). When comparing fear of childbirth before and after the pandemic, it was found that patients with a high school education level have a significantly higher fear of childbirth. To alleviate the fear of childbirth in pregnant women who have completed high school, training or psychosocial support interventions may be prioritized.

Iranian Middle School Teachers’ and Students’ Perceptions of Emergency Remote English Education During the COVID-19 Pandemic

The impact of COVID-19 on education involved an abrupt switch from face-to-face instruction toward emergency remote teaching/learning. In public schools, teachers and students were required to undertake language education using virtual learning platforms. This shift created certain problems for both teachers and students. This qualitative research attempts to explore challenges encountered by English teachers and students in Iranian middle schools during the lockdown period. 47 participants were selected by stratified purposive sampling, providing qualitative data through semi-structured interviews and online focus groups. Thematic analysis illustrated economic, technological, and instructional concerns in addition to a set of psychological pressures. Also, the COVID-19 pandemic created certain affordances for language program which accelerated the process of online language education. The anticipation and effective management of educational problems arising from such catastrophes would help stakeholders enhance the quality of language education, prioritize teachers’ and students’ language needs at the middle level education of public schools, and facilitate learning/teaching process.

A cross-sectional study of Hispanic and Latina/o/x/e individuals’ acute coronary syndrome symptom knowledge, attitudes, and beliefs

BackgroundLittle attention has been placed on language proficiency as a potential variable affecting ACS symptom knowledge, attitudes, and beliefs. ObjectivesTo compare the ACS symptom knowledge, attitudes, and beliefs of Hispanic and Latina/o/x/e individuals proficient in English and in those only proficient in Spanish. Secondary aims were to determine if there were differences in ACS symptom knowledge, attitudes, or beliefs based on participants’ previous exposure to ACS symptom information and to evaluate instrument characteristics of the new Spanish version of the ACS Response Index. MethodsThis cross-sectional, comparative study included participants (N = 99) from a community-based clinic in Illinois. Knowledge, attitudes, and beliefs related to ACS symptoms were measured using the ACS Response Index. ResultsThe average participant was 39.8 (SD 15.6) years of age, female (n = 56, 56.6 %), and had a high school education or less (n = 61, 61.6 %). Participants correctly classified a mean 57.5 % (SD 12.8) of symptoms and had mean attitude and belief scores of 12.1 (SD 3.3) and 17.5 (SD 2.9), respectively. There were no significant differences in knowledge, attitudes, and beliefs based on language proficiency. However, there were some statistically significant differences for knowledge and attitude scores based on exposure to ACS symptom information. The ACS Response Index (Spanish Version) also demonstrated favorable internal consistency. ConclusionsOverall knowledge, attitude, and belief scores were modest in this sample. Higher knowledge and attitude scores were observed for some types of ACS information exposure, supporting the importance of future educational efforts in this population.

School Dropout and Students’ Academic Performance in Public Twelve Years Basic Education Schools of Rwanda

School Dropout and Students’ Academic Performance in Public Twelve Years Basic Education Schools of Rwanda

Preservice teachers learning to teach online: Developing teacher leaders.

Technology is woven throughout our daily lives now more than ever. Therefore, teacher education programs need to meet this digital demand and begin to prepare teacher candidates for their future in teaching with technology. Even before COVID-19, K-12 education included virtual schools, therefore, the necessity of preparing teacher candidates for the successful implementation of online instruction are of utmost importance. To meet the needs of their future students, candidates must be prepared to integrate technology into their teaching as well as be prepared to teach online. To prepare 21st century learners, teacher candidates must create learning opportunities for their students to learn with and through technology. The Technological Pedagogical Content Knowledge (TPACK) structure was designed for teachers to understand the relationships between and among technology, pedagogy, and content. The purpose of this research was to revise traditional instruction where the professor models and implements technology tools to allow candidates the opportunity to develop their TPACK in their two years in a teacher education program. To develop the TPACK of teacher candidates, education preparation professionals worked together to design and implement the School of Education, Technology Integration Project. Through this innovative approach developed by a team of professors, the School of Education has changed its’ coursework in all programs to include more online teaching, the inclusion of technology for teaching content, and the use of assistive technology. As a result, student teachers and graduates are reporting that they are now being recognized as teacher technology leaders and are showcasing technology lessons at their schools.

ANEKA DISRUPSI PEMBELAJARAN BAHASA ARAB DI PONDOK PESANTREN

<p style="text-align: justify;"><em>Islamic boarding schools, as traditional Islamic educational institutions in Indonesia, play a central role in preserving and promoting Islamic religious and cultural traditions. One of the important elements of education in Islamic boarding schools is the teaching of Arabic. Arabic is not only a means of understanding the teachings of Islam but also a gateway to the rich intellectual heritage of the Islamic world. This qualitative research uses open questionnaires as a data collection technique. The questionnaires were distributed to Arabic teachers in seven Islamic boarding schools in Situbondo. The results cite the strengths of Islamic boarding schools in the form of their long-standing tradition of teaching Arabic and Islamic culture, the presence of knowledgeable teachers, a focus on memorizing the Quran, and a communal learning environment. However, weaknesses in the traditional curriculum may overlook practical aspects such as the use of digital technology in Arabic language learning in the modern world. To improve Arabic language learning in Islamic boarding schools, it is important to address the practical aspects of the language, maximize opportunities for collaboration and adoption of technology, and address challenges such as cultural and social change and competition from formal educational institutions offering Arabic language instruction.</em></p>

Breaking down silos: Postsecondary leaders collaborating to advance One Health in education.

This contribution describes how leaders from the University of Calgary Knowledge Engagement team, the manager of One Health at UCalgary and faculty members from Werklund School of Education came together to form a leadership team and plan a transdisciplinary initiative for future implementation in K-12 schools. The One Health initiative at the University of Calgary is committed to tackling complex problems at the convergence of people, animals, and the environment, and the underlying economic and social factors that determine the opportunities for health across all ecosystems. Systems thinking and inviting different perspectives into the conversation provided a greater understanding of the scope of global challenges and how our individual actions impact others and the environment we all share. The authors used a collaborative and dialogic approach to plan a knowledge engagement session with regional public-school educators to consider how inclusion of the One Health approach into existing curriculum could benefit students. In this chapter, the authors reflected on how matchmaking brought the team together as a boundary-spanning and transdisciplinary team and describe their collective actions and leadership in building collaboration and connections with community partners to lay the foundation for a robust outreach program. The reflections suggest that leaders in higher education can break down silos using a complexity paradigm for their leadership and work together across different departments to combine diverse expertise for community engagement.

Online Learning with Metaverse for History Education At Primary School Education Level

Online Learning with Metaverse for History Education At Primary School Education Level

Blended learning as a disruption in a vocational education building program

A building and construction teaching team in a vocational education school (within a university in Melbourne) introduced a blended learning model to one-third of their program. Traditionally, building students are accustomed to a high ratio of face-to-face learning, therefore, this new model disrupted the experience of both teacher and student. The model was examined using e-learning evaluation research methodology and findings are presented using the framework of Glazer’s (2012) characteristics of blended learning. Examination of the program identified areas in need of attention, such as active learning and online interaction and communication. Finally the authors promote the use of Glazer’s framework as a pedagogical evaluation tool for blended learning designs, while drawing out a particular focus on teacher presence as a distinct item in this framework.

Effective Implementation of Entrepreneurship Education in Public Secondary Schools in Rivers State for Productivity and National Development

Effective Implementation of Entrepreneurship Education in Public Secondary Schools in Rivers State for Productivity and National Development

Peculiarities of the development of Ukrainian political and legal thought of the nationalist direction in Galicia in the interwar period (1919-1939) of the 20th century

The article examines the peculiarities of the development of Ukrainian political and legal thought of the nationalist direction in Galicia during the interwar period. The ideas and specifics of the views of Ukrainian thinkers who formed and developed Ukrainian nationalist thought are considered. It is shown that the struggle of Ukrainian nationalists was aimed at realizing the natural right of the Ukrainian people to self-determination. It is emphasized that it was extremely difficult for Ukrainians to achieve this in practice, because the process of annexation of Western Ukrainian lands was accompanied by a violation of fundamental international obligations of Poland and its current legislation, which were a prerequisite for the consent of the victorious states to temporary (1919) and permanent, with the rights of autonomy (1923) inclusion of Western Ukrainian lands into the Second Polish-Lithuanian Commonwealth. It is emphasized that in the 20s, the occupation government began mass polonization in Galicia, which consisted in the artificial colonization of Ukrainian ethnic lands by the Polish population, significant restrictions on Ukrainians in obtaining school education in their native language, persecution of organized public life, etc. The apogee was the so-called pacification, a punitive action to "pacify” Ukrainians, which was carried out from September 16 to November 30, 1930. It was established that repression and mass terror caused acute forms of confrontation in society, which should be considered as an adequate response of Ukrainian nationalists to the efforts of the authorities to oppress the Ukrainian population with violent methods. It is argued that a new stage in the development of Ukrainian political and legal thought of a nationalist direction is largely connected with the figure of Dmytro Dontsov, who formed the basic principles of education of the national elite, defense of national interests and development of national ideology. It has been proven that in the interwar period, nationalist ideas in Galicia penetrated into the popular masses, mastered them and thus significantly changed the character of the Ukrainian people.

Experiences of Sexuality Education Educators in Secondary Schools of Mbarara Municipality, Uganda

While schools in Uganda have sexuality education implementation programs in place, adolescents enrolled in school continue to have considerable concerns about sexuality. This indicates that there is still a gap in the teaching of sexuality education. Understanding, that the pursuit of excellent educational outcomes cannot understate the significance of educators. The objectives of the study were to understand how teachers have influenced the implementation of sexuality education in schools and to understand their influence. We explored their sexuality education teaching experiences. For this study, we purposively sampled 12 teachers from six secondary schools in Mbarara Municipality. These were classroom teachers teaching Biology, Christian Religious education, and Literature, subjects in which topics about sexuality are included. Others were male and female senior teachers in charge of guidance and counselling; and teacher patrons to sexuality learning-related activities outside the classroom. Data was transcribed and analyzed through thematic coding of opinions, feelings, and practices of teachers. Results indicated that the majority of teachers experience discomfort when teaching this subject. To most teachers, this discomfort was attributed to 1. Lack of proper training. 2. Others had strong cultural values and beliefs that made them uncomfortable teaching about sexuality in open places like the classroom. 3. Another minority, were not consulted before being appointed into counselling positions, therefore did not feel obliged to take on the assignment. 5. Lack of instruction materials. 6. Findings also revealed that students are not comfortable learning from their teachers, whom they consider as “second parents” and hence they join and learn more from peers and other adults. 7. While all students, learn about sexuality, only a few teachers are assigned this duty, this has created a teaching burden due to the low teacher-student ratio especially for duties like guidance and counselling and patronising of sexuality education programs. Thus, we deduced that SE was being jeopardised by teachers' inefficacy, attitude, and low teacher-student ratio, and interaction of informal peer educators. We concluded that sexuality education educators, are most effective when they are equipped with skills, their consent to participate is sought, the education does not interfere with their values and when they do not carry an overload of assignments. From the findings, it was also evident that teachers are not the best choice schools should use to guide and counsel students about sexuality. Peers and medical personnel are preferred to teachers. Hence, when the identified gaps are attended to sexuality education will be more efficient to protect and keep skills with adolescents undergoing this education. To improve teacher performance, we recommend that schools assist their teachers in pursuing SE training, seek teachers consent before appointing them into SE educating or counselling positions, support them and offer teaching materials. The low teacher-to-student ratio be resolved by assigning more teacher educators SE roles. Our findings indicate that students feel more at ease studying with their peers than with teachers; hence, we recommended increasing the amount of supervised peer-to-peer SE learning in schools. We also discovered that students value media education, thus we recommend that schools offer more adult-guided media literacy instruction.

UNDERSTANDING POSITIVE PSYCHOLOGY THROUGH THE LENS OF INDIAN KNOWLEDGE SYSTEM: INSIGHTS FROM SHRIMAD BHAGAVAD GITA

In todays educational landscape, where academic success shapes the future of the learners, the intense competition for excellence often pushes them into the dark realm of anxiety and depression. This struggle results in isolation, identity crisis and gives birth to various health issues such as hypertension, obesity, cardiovascular disorders and heightened aggression. Positive Psychology is a branch of psychology that emphasises on the importance of cultivating positive emotions such as joy, gratitude and contentment. It focuses on leveraging personal strengths and mental resilience to help individuals cope with lifes challenges more effectively. Bhagavad Gita holds an important place in Indian knowledge system as its timeless wisdom has guided the people over centuries. What positive psychology says today was said long back by Sri Krishna on the battlefield of Kurukshetra to bring Arjuna out of sadness and confusion and prepare him for the war. Through this paper, an humble attempt has been made to explore the ideas of positive psychology from the perspective of Bhagavad Gita. KEYWORDS: Shrimad Bhagavad Gita, Positive Psychology, Indian knowledge system, Stress Management, School Education.