Stress and mental health concerns have become substantial obstacles for
students, teachers, and communities, especially in rural and poor areas where access
to psychological care and understanding is constrained. The seminar goals
emphasize that rural people encounter distinct socio-economic and educational
challenges that require tailored solutions. This research analyzes the role of
education as a transformative instrument for enhancing stress management and
mental well-being, drawing on ideas from Indian Knowledge Systems (IKS). This
study examines the significance of classical texts, such as the Bhagavad Gita and the
Yoga Sutras, alongside traditional practices, including yoga, meditation, and
mindfulness, in modern educational contexts. This research employs a socio-legal
and multidisciplinary framework to examine how educational policies, such as the
National Education Policy (NEP) 2020, might integrate indigenous knowledge and
value-based education to mitigate mental stress among students, educators, and
rural populations. The research assesses the shortcomings of existing institutional
frameworks in addressing psychological well-being, particularly in rural areas. The
study contends that incorporating Indigenous Knowledge Systems (IKS) into both
official and informal educational frameworks can bolster emotional resilience,
foster comprehensive development, and mitigate stress-related issues, as
demonstrated through case-based examples and doctrinal analysis. It asserts that a
culturally grounded, education-focused strategy is vital for cultivating
psychologically healthy and sustainable communities.
Stress Management, Mental Well-being, Indian Knowledge Systems (IKS), Rural Education, NEP 2020