Fostering Holistic Development: Teachers’ Perspectives on the Happiness Curriculum

Abstract

The Happiness Curriculum is an initiative by the Delhi government aimed at the holistic development of learners from Nursery to Class 8. This holistic development of students is crucial for the nation’s overall growth and progress. The success of such a curriculum depends not only on its content but also on its proper implementation. Teachers play a vital role in bringing this curriculum to life in both school and classroom settings. This paper examines teachers’ perspectives on the holistic development of learners attending happiness curriculum classes. The researchers collected data from Delhi government schools. A purposive sampling technique was used to select 20 in-service teachers as respondents. Interviews and observation schedules were employed as data collection tools, followed by thematic analysis techniques. The findings revealed that while the happiness curriculum is a good initiative for learners, including many beneficial activities, teachers find it an additional burden. They suggest appointing separate teachers to handle happiness curriculum classes, as they do not get enough time to teach their core subjects. They noted that happiness curriculum does not contribute significantly to the holistic development of learners. Therefore, educational administrators and policymakers should consider integrating the happiness curriculum more broadly within the educational framework. This would ensure that the focus on happiness and well-being extends beyond the classroom, supporting the overall development of learners.