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

Kenyangi U. I.

Faculty of Education Kampala International University Uganda

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.

Keywords: Mindfulness, East African education, Cognitive benefits, Emotional well-being, Cultural sensitivity

CITE AS: Kenyangi U. I. (2024). Integrating Mindfulness in East African School Curricula: Opportunities, Challenges, and Best Practice. RESEARCH INVENTION JOURNAL OF RESEARCH IN EDUCATION 3(3):94-102.