Infusion of Gross National Happiness values in teaching Mathematics in higher secondary schools in Bhutan.

This study investigates the infusion of Gross National Happiness (GNH) values into Mathematics teaching in higher secondary schools in Bhutan, focusing on teachers' perceptions, understandings, and practices. It finds that most Mathematics teachers have limited knowledge, skills, and strategies to explicitly integrate GNH values—rooted in Bhutanese Buddhist philosophy and encompassing domains such as compassion, teamwork, and perseverance—into their lessons, partly due to insufficient professional development and the abstract nature of Mathematics. While some teachers attempt to incorporate GNH values through group work and contextual storytelling, traditional teacher-centered methods dominate, and many struggle to relate GNH concepts to mathematical content. The study highlights challenges including unclear guidance from educational authorities and the difficulty of aligning broad GNH principles with the hard-core Mathematics curriculum, recommending further research and sustained professional development to support effective integration of GNH values in Mathematics education.