Sustainable Development and Happiness: A Perspective from Bhutanese Schools

What is it about?

Abstract The article provides the background on how education for sustainable development is connected with education practices of Bhutan’s Gross National Happiness (GNH) development policy. Teaching in Bhutan focuses on values repre- senting GNH philosophy: bravery, honesty, compassion, respect, moral principles, and global citizenship. Students answered questions and drew pictures describing “what kind of life is good life” and “what makes Bhutanese people happy.” Bhutanese teachers are trained to incorporate the GNH development into the teaching of all subjects. Educating for GNH Training Manual guides teachers to include value educa- tion into different subjects covering a broader learning environment, critical thinking, and media literacy.

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Photo by Austin Chan on Unsplash

Photo by Austin Chan on Unsplash

Why is it important?

Conclusions Based on the results, the sources of a good life and happiness for Bhutanese students are good governance and the vitality of the community, as well as sustainable and fair socio-economic development and nature conservation (Ahonen et al., 2018a, p. 713). The students’ views on good life and happiness reflect the ideas of GNH-centred education and teaching. The students’ views are largely related to the history and traditions of Bhutan and the latest democratic development of Bhutan. In this study, the students do not bring up global issues much. In order to broaden their under- standing, it would be important to add information about global environmental issues and teaching methods related to them to Bhutan’s curricula (Ahonen et al., 2018a, p. 713). Based on the perceptions of Bhutanese pupils, it seems that more education on international issues is needed in Bhutanese schools. Curriculum and teaching devel- opment in this direction is important. According to Agenda 2030 and UN Educa- tion 2030, UN member states should ensure that all students acquire the necessary knowledge and skills to promote sustainable development, human rights, equality, peace and non-violence, and appreciation of diversity (UN, 2015, p. 48). In addition, students should adopt sustainable lifestyles and learn to observe the environment and act actively in environmental matters (Jensen & Schnack, 1997) from the local to the global level.