Rising stress levels among learners and educators have become a critical
concern in contemporary education systems, significantly affecting cognitive
performance, emotional stability, and overall well-being. Conventional stress
management strategies, often rooted in fragmented psychological approaches, fail to
address the holistic and culturally embedded needs of individuals. This paper
examines the integration of yoga and Indigenous Knowledge Systems (IKS) into
education as a sustainable and culturally responsive framework for stress
management. A systematic conceptual review and thematic synthesis of
interdisciplinary literature were conducted to develop an integrative, multi-level
framework. Yoga, an ancient Indian discipline, incorporates physical postures
(asanas), breathing techniques (pranayama), and meditation practices that have
been empirically validated to reduce stress, enhance emotional regulation, and
improve cognitive functioning (Hagen & Nayar, 2014; Pascoe & Bauer, 2015).
Simultaneously, IKS offer context-specific, culturally grounded approaches to
well-being that emphasize harmony, balance, and interconnectedness (Battiste,
2019; Kimmerer, 2013). Using a qualitative and conceptual research design, this
study synthesises interdisciplinary literature to develop an integrated framework
for embedding yoga and IKS into educational systems. The paper proposes
pedagogical strategies, including curriculum integration, teacher training,
experiential learning, and community participation. The study concludes that
integrating yoga and Indigenous knowledge into education not only enhances stress
management but also fosters cultural identity, ethical awareness, and holistic
development. This approach holds significant potential for creating sustainable and
inclusive learning environments, particularly in diverse and resource-constrained
contexts.
Yoga, Indigenous Knowledge Systems, Stress Management, Holistic Education, and Mental Well-being