Journal of Contemplative Education and Psychological Wellbeing

Revisiting and Contextualizing School Counseling in 20s: A Call for Integration and Innovation in the Face of Change

Shree Krishna Wagle — 2025-12-31

In the wake of a rapidly changing world, where societal shifts, technological advancements, and a global pandemic have transformed the landscape of education, the need to revisit the field of school counseling has been more critical. As we move further into the 2020s, it is crucial that we pause, reflect, and reimagine school counseling to ensure that it remains responsive to the complex needs of today's students. Responding to the need, this editorial explores the evolving role of school counselors, advocates for a more integrative approach, and highlights the importance of contextualizing counseling practices within the broader framework of psychological wellbeing in educational sectors.

Global Spiritual Citizenship Education: From Spiritual Bankruptcy to Sustainable Peace

Shankar Dhakal — 2025-12-31

This paper introduces the concept of ‘Global Spiritual Citizenship Education’ as a response to ‘spiritual bankruptcy’ within contemporary educational paradigms, which prioritise mechanistic outcomes over relational development. Synthesising universal human values with culturally responsive pedagogies, the framework seeks to cultivate compassion, moral imagination, and interconnectedness within secular contexts. Through an integrative literature review and comparative analysis of post-pandemic recovery, conflict-affected environments, and contemplative educational innovations, the study identifies evidence-based strategies that transcend religious boundaries while honouring local cultural epistemologies. Case analyses from Rwanda, Finland, and Nepal reveal convergent success factors, positioning schools as sanctuaries of human connection aligned with the UN’s SDG 4.

Incorporating Contemplative Practices into the Classroom: An Auto/ethnographic Inquiry

Aarati Lamichhane — 2025-12-31

Contemplative practices are vital for socio-emotional wellbeing by integrating compassion, self-awareness, and ethical values to nurture life-oriented competencies. This autoethnographic study explores the alignment between personal experience, pedagogy, and contemplative practice. Emphasizing critical self-reflexivity, the study integrates autobiography and ethnography to bridge self and collective consciousness in the classroom. Through autoethnographic reflection, four key themes arose: emotional tensions in instructional delivery, masking of authentic ways of teaching, restoration of classroom dignity and shared vulnerability. Integrating mindfulness, reflective journaling, and somatic practices helped recognize emotional triggers and personal biases. This helped transform holistic learning spaces while enhancing students emotional resiliency and classroom engagement. The findings suggest that teachers' practices in somatic and emotional awareness aids students’ holistic wellbeing noting teachers’ presence, compassion, and relational growth.