Shodh Sari-An International Multidisciplinary Journal

Worldwide climate alters, which are pressing to require consideration of asset decreases and technical obstacles, have rethink of the goals of instruction, especially within the field of STEM. Conventional lessons regularly emphasise specialised control and neglect the human and biological perspectives of supportability. Yoga offers a new, integrated approach to education as an overall system of internal development and border technologies such as artificial intelligence (AI), augmented reality (AR), and biofeedback tools. Not only skills, but overall well-being and deep commitment to sustainability have become of the utmost importance. 

This study proposes an unused sort of instructional worldview that advances resistance, moral and environmentally cognizant STEM specialists who can execute transformative alter. This activity recognises the confines of conventional instruction. This regularly contributes to student push and partition from nature, and does not appropriately prepare individuals for the complex and interconnected challenges of the 21st century. The study of Auerbach et al. (2016), confirmed that Yoga incorporates postural work, breathing methods (Pranayama), and reflective hone pointed at progressing wellbeing, quality, wellness and common well-being, with an estimated worldwide industry worth $88 billion and 300 million professionals. practitioners (Antony, 2018).

In addition to the personal benefits, the philosophical establishments of yoga emphasise an agreeable otherworldly nature that advances savagery, honesty, cleanliness, calmness, great social teach, and contributes to social concordance and collective freedom. Liberation (Johnson, 2019). Specifically, yoga is progressively seen as a implies of social alter that empowers communities and advances natural mindfulness. Some yoga teachers may even lead large projects for the rejuvenation and conservation of the forests.  (Kaibara, 2021). The source “Border Technologies” does not explicitly explain it in the context of mind formation, but emphasises the ubiquitous effects of digital tools on “digital natives” and the important need to develop “21st century skills” or “cross-cutting ability” to reduce learning of non-conforming digital exposure and reduce cognitive performance. (Ives, 2013). These skills, such as creativity, critical thinking, communication, and cooperation, are important to navigate complex lifestyles and professional climate environments (Ives, 2013). This approach not only attempts to equip students with national art technical skills, but also attempts to convey self-confidence, emotional intelligence and ecological sensitivity. These require a paradigm for “regenerative sustainable development” that goes beyond mere sustainability to actively restore and improve natural and social systems.  (Kaibara, 2021).

This paper deals with the theoretical foundations supporting this integrated approach and explains how transformational learning theory, ecological systems theory, and contemplative pedagogy provide a robust framework for achieving these ambitious goals. Also, this paper (Mezirow, 1997; Bronfenbrenner, 1979; Zajonc, 2013). It also explores how combining yoga-based self-regulation techniques with emerging technologies can transform STEM education into a regenerative learning process that supports both academic achievement and sustainability consciousness (Gard et al., 2014)..

Statement of the Problem

The present-day teacher scene, particularly in STEM regions, faces critical challenges in developing all-encompassing understudy improvement and planning individuals for a future requiring regenerative, economic advancement. Though mechanical headways are sustainable (Cebollo et al., 2020), offering colossal potential, their unguided integration and the weights of cutting-edge life frequently led to badly designed impacts on understudy well-being and a withdrawal from imperative natural mindfulness. (Ives, 2013).

Currently, there are several key issues:

Inescapable Extent and Mental Prosperity Challenges: College students, checking those in asking ranges like planning, association tall rates of extend, burnout, uneasiness, disheartening, and other mental inconveniences. This will be health issues (Auerbach et al., 2016; Bruffaerts et al., 2018). These are exacerbated by steady prompting from the Net and media, adjacent extended weight to succeed, driving to “progressed dependence” and “overtaxing our psycho-physiology” among “computerised local people” digital natives” (Ives, 2013).

Human needs, driven by a “desire-driven judgment skills,” contribute to wasteful utilisation and a requirement of assent with nature (Johnson, 2019). over normal concerns, appearing to be a societal constraint on viabilitybarrier to sustainability (Cebollo et al., 2020).

Restricted Integration of Mind-Body Hones in STEM: Whereas mind-body hones like yoga are recognised for their capacity to advance in general well-being, diminish stress, and improve cognitive capacities, their efficient integration into STEM instruction, especially in conjunction with wilderness advances, remains generally unexplored (Breedvelt et al., 2019; Gard et al., 2014). This represents a missed opportunity to cultivate imaginative problem-solving, versatility, and a profound sense of duty towards feasible advancement among future STEM experts. professionals (Kauts & Sharma, 2009).

Theoretical Framework

The foundation of this study is a powerful theoretical framework that combines contemplative pedagogy, ecosystem theory, and change learning theory. (Zajonc, 2013; Bronfenbrenner, 1979; Mezirow, 1997). This multifaceted approach provides a thorough lens that can understand and apply responsible technology, a strong commitment to sustainability, and an overall development of students.

1. Transformational Learning Theory (Mezirow, 1997)

The transformative learning theory proposed by Jack Mezirow emphasises critical reflection and reconstruction of the perspective of meaning [user provided]. This theory assumesperspectives (Mezirow, 1997). It posits that learning is not merely an accumulation of facts, but a process in which individuals examine their assumptions, beliefs, and the possibility of critical understanding of their world, leading to deep changes in their perspectives and behaviour (Mezirow, 1997). Kara Hagan’s approach to “practising yoga as resistance” involves participants who “search” essential questions about internal and external liberation and participate in “three-shift depth exercises” to reach the floor. “This achieves grounding (Johnson, 2019). This process will achieve ‘entrepreneurial research’ and ‘significant interruptions’, revealing relationships involved and involvement in the operating system.and engagement with systemic issues (Johnson, 2019). Such deep self-reflection and the new procurement of your own story and role in the world afterwards are centrally related to transformative learning. (Mezirow, 1997). This shift in the “point of meaning” allows individuals to understand “mechanisms of oppression… permeate our bodies and minds” and how we can treat the colour community through “acting, self-realisation, and unity.” (Johnson, 2019).

Acquiring renewed sustainable development requires fundamental human change in humanity and consumption patterns. According to Kaibara (2021), transformational learning facilitates transformative learning by promoting critical reflection on existing non-competent paradigms and underlying “drives of desire” that hinder environmental awareness. The ability of yoga (Mezirow, 1997; Johnson, 2019). Yoga’s capacity to “expand internal limitations and promote a holistic and comprehensive perspective on the environment supports a reconstruction of the perspective of meaning, which leads to actions “in sync with the harmony of the external world.” exposure.” (Gard et al., 2014). By addressing critical reflection, students can understand how these techniques shape human experiences and contribute to collective well-being, thus promoting responsible innovation for social benefits. (Mezirow, 1997). 

2. Ecological Systems Theory (Bronfenbrenner, 1979)

Bronfenbrenner’s theory of ecosystems relies on the fact that individual development of complex systems occurs: microsystems, mesosystems, exosystems, macrosystems, chronosystems (Bronfenbrenner, 1979). This theory shows that individuals have a deeper impact on different environments, rather than isolated units. Its entities (Bronfenbrenner, 1979). Yoga is shown as a means of “collective, emotional and spiritual liberation” and is deeply associated with a system of oppression. To Johnson, (2019), it explicitly recognises macro systems (suppressing systems) related to individuals (microsystems). The book “Practice Yoga as Resistance” combines various voices to examine “undervalued, undervalued, undervalued, undervalued, and undervalued communities,” highlighting its role in establishing communities and promoting families of color, and to “building a bridge between the academy and the city.” bridging academia and urban settings (Johnson, 2019). This highlights the mid-system (connections between various microsystems, such as families, communities, and science schools (Bronfenbrenner, 1979). The concept of “social sharing” in yoga via Zoom demonstrates the way in which “transnational assemblies” and “virtual mandalas” of “unnatural unity” are formed even at physically long distances, as well as the widening scope and impact of microsystems across traditional geographical boundaries. It changes not just (Johnson, 2019). Yoga’s impact extends beyond individual behaviour. The expansion of “moral attitudes to promote SDGs” at both the individual and the “social level of yoga is a direct application. The commitment of ecological systems theory (Bronfenbrenner, 1979; Kaibara, 2021). The involvement of yoga teachers in a large-scale “innovative project” to restore forests and rivers shows how efforts at the level of microsystems (individual practice and education) can increase to influence exosystems and macrosystems (environmental policy, collective action) (Kaibara, 2021). The aim is to switch from individual “self-sailing activities” to collective ecological sensitivities, ensuring that human behaviour is “in sync with the harmony of the outside world.” (Bronfenbrenner, 1979; Gard et al., 2014). Student commitments (microsystems) using these technologies in the classroom can lead to collaborative projects and problem solutions (Mesosystems). Development of guidelines for responsible technology (exosystems) and the effects of cultural beliefs on technology (macrosystems) also influence their effectiveness. This framework allows for analysis of how new technologies can sustain existing inequality, or how they can drive positive change in all systems when guided by sustainability and overall development principles. (Bronfenbrenner, 1979).

3. Contemplative Pedagogy (Zajonc, 2013)

Contemplative pedagogy integrates the mindfulness of pedagogical attitudes and confidence to improve learning outcomes. Beyond pure cognitive learning, it involves the (Zajonc, 2013). It addresses emotional, mental and physical aspects of students, promoting deeper understanding, critical thinking and empathy. (Zajonc, 2013). Yoga is considered a “new educational border” and a “tool for personal and social change.”” (Johnson, 2019). Research supports the fact that yoga and mindfulness improve “cognitive performance in executive function and social emotional learning.” In particular, research has shown improvements in terms of” (Breedvelt et al., 2019; Brunner et al., 2017). Specifically, studies demonstrate enhancements in attention, concentration, memory, executive function, and self-regulatory skills essential to academic success.  (Gard et al., 2014; Brunner et al., 2017).

Yoga helps students calm their heart rate and activate the parasympathetic nervous system, “increasing their ability to concentrate and learn.”” (Gard et al., 2014). For example, craft programs integrate mindfulness, yoga, positive psychology and emotional intelligence to address “promoting students’ emotional, cognitive, physical processes, learning experiences, happiness, health and well-being.”” (Bartos et al., 2021). It demonstrates improved psychological health, emotional regulation and physical flexibility of student musicians. (Bartos et al., 2021). Yoga “provides mental and physical training to bring about emotional balance and helps children to “listen to your body, emotions and ideas “thoughts” (Gard et al., 2014). This cultivation of “self-observation” and “presentation” through mindfulness practices supports emotional balance and reduces stress.  reduction (Gard et al., 2014; Breedvelt et al., 2019).

The craft program develops “unworthy, open and considerate witnesses” in the observation of physical, mental and emotional states that work explicitly to “consciousness” and lead to “self-regulating mechanisms (Bartos et al., 2021). This directly helps students to “become better aware of physical, mental, mental and emotional conditions and to properly adjust for themselves appropriately” (Gard et al., 2014). It encourages students to approach technology with a mindful consciousness and to critically reflect on their interaction with digital tools and how these tools affect internal conditions states (Zajonc, 2013). For STEM students, this means promoting compassionate, ethically healthy innovation not only to use technology for technical problem solving, but also to consciously recognise its widespread effects broader implications (Zajonc, 2013; Johnson, 2019). This framework ensures that striving for 21st-century skills will harmonise with the cultivation of internal wisdom and ethical responsibility (Zajonc, 2013).

By integrating these three theories, the project creates a holistic, dynamic framework. Transformative learning lines sustainability, deep changes in understanding ecological systems theory shape individual, technology and environment networking, and contemplative pedagogy provides practical means to promote confidence, emotional intelligence and cognitive skills essential for effective engagement and renewable actions. (Mezirow, 1997; Bronfenbrenner, 1979; Zajonc, 2013).

Literature Review

Contemplative pedagogy integrates the mindfulness of pedagogical attitudes and confidence to improve learning outcomes. Beyond pure cognitive learning, it involves the (Zajonc, 2013). It engages emotional, mental and physical aspects of students, promoting deeper understanding, critical thinking and empathy. (Zajonc, 2013). Yoga is considered a “new educational border” and a “tool for personal and social change.” Research supports the fact that yoga and mindfulness improve “cognitive performance in executive function and social emotional learning.” In particular, research has shown” (Breedvelt et al., 2019; Brunner et al., 2017). Specifically, improvements in terms of attention, concentration, memory, executive function, and self-regulatory skills essential to academic success.  (Gard et al., 2014; Brunner et al., 2017).

Yoga helps students calm their heart rate and activate the parasympathetic nervous system “increasing their ability to concentrate and learn.” For example, craft programs integrate” (Gard et al., 2014). The CRAFT program, which integrates mindfulness, yoga, positive psychology and emotional intelligence to address “promoting students’ emotional, cognitive, physical processes, learning experiences, happiness, health and well-being.” It demonstrates improved” (Bartos et al., 2021). It has demonstrated improvements in psychological health, emotional regulation and physical flexibility of student musicians. (Bartos et al., 2021). Yoga “provides mental and physical training to bring about emotional balance and helps children to “listen to your body, emotions and ideas “thoughts” (Gard et al., 2014). This cultivation of “self-observation” and “presentation” through mindfulness practices supports emotional balance and reduces stress reduction (Gard et al., 2014; Breedvelt et al., 2019).

The craft program develops “non-peaceful, open and considerate witnesses” in the observation of the physical, mental and emotional states of s-observation that explicitly functions in “consciousness” and leads to “self-regulating mechanisms.”” (Bartos et al., 2021). This directly helps students to “become better aware of physical, mental, mental and emotional conditions and to properly adjust for themselves appropriately” (Gard et al., 2014). It encourages students to approach technology with a mindful consciousness and critically reflects their interaction with digital tools and how these tools affect internal conditions states (Zajonc, 2013). For STEM students, this means promoting compassionate, ethically healthy innovation not only to use technology for technical problem solving, but also to consciously recognize its widespread effects.broader implications (Zajonc, 2013; Johnson, 2019). This framework ensures that striving for 21st century skills will harmonize with the cultivation of internal wisdom and ethical responsibility. (Zajonc, 2013).

Yoga was introduced to the United States by Swami Vivekananda in the World Religion Congress in Chicago in 1893, and in 1894 the Vedanta Society was founded in New York. (Beckerlegge, 2013). Vivekananda has yoga in a modern framework that reduces Hindu traditions. The foundations of capitalism. When the Beatles India studied yoga in 1968, they became even more popular in Europe. This transformation that took place under Indian colonial conditions gradually roared in medical and emergency medical terms for health, strength and fitness. Important (Alter, 2004). Key figures such as Sri Yogendra (1897 1989) and Swami Kuvalayananda (1883 1966) were significantly involved in the reformulation of yoga as a health and fitness practice that he studied at Hatha Yogi Madhavdas. Yogendra’s innovation was a yoga class as a social institution, a departure from traditional leading relations, focusing on ease of stress in modern life and preparing for enlightenment. Kubarayananda aims to bring modern science to reveal the power of yoga, reaching global spread through the fusion of epistemology validate yoga’s efficacy (Alter, 2004; Alter, 2007). This commercialization often makes yoga stories exclusive and immortal, primarily for those who are young, thin, powerful, straight, and know the gender of the sis.fit, cisgender, and heterosexual individuals (Antony, 2018). Today, the global yoga industry is worth US$88 billion a year, with around 300 million practitioners worldwide. (Antony, 2018). In the US alone, the proportion of adults who practiced yoga rose from 6.1% in 2007 to 9.5% in 2012, 2,282 million (Birdee et al., 2008).

Benefits of Yoga

Many studies have documented the diverse benefits of yoga, including physical, mental and emotional well-being in various groups. populations (Field, 2011). Yoga, breathing tasks and meditation are considered three important principles for public health. (Field, 2011).

Studies on the general population and young adults consistently show that yoga and meditation can improve many aspects of mental health, including reducing stress, anxiety and depression.  (Breedvelt et al., 2019). Yoga is much more effective or better than other interventions (e.g., relaxation, cognitive behavioural therapy, etc.) to improve mental health. outcomes (Breedvelt et al., 2019).

Meta-analysis shows a significant reduction in stress and fear, which is considered a safe additional intervention, but high-quality research is required to determine the ultimate clinical efficacy and safety. (Cramer et al., 2018).

Rheumatoid arthritis (RA): A systematic review and meta-analysis showed preliminary indications that it may be advantageous in improving physical function, disease activity, and handle strength in RA patients. (Badsha et al., 2009; Gautam et al., 2020).

Trauma and PTBS: Yoga is increasingly being promoted as a therapeutic device for groups in need of protection, including trauma and prison victims. A review of the meta shows promising mentions of preliminary references to yoga as interventions for traumatic effects such as over-wake, quality of sleep, depression, and PTBS symptoms. (Auty et al., 2015; Dick et al., 2014).

Pain: While direct reference to pain relief in RA is not conclusive, the focus of yoga on breathing and relaxation can stimulate the parasympathetic nervous system, breaking pressure pain cycles and alleviating chronic pain symptoms.(Gard et al., 2014).

University students: Interest is growing in investigating the impact of yoga on the mental health of students and doctoral students. Research has shown significant improvements in symptoms of depression, fear and stress in both university students’ yoga and meditation groups (Falsafi, 2016; Breedvelt et al., 2019).

Covid-19-Pandemie Coping: During the Covid-19 pandemic, engineering students used yoga and meditation to statistically significant differences in 20 additional charges, overcoming depression, anxiety, eating disorders, non-specific psychological disorders and PTSD. These practices seem to ameliorate serious symptoms such as self-harming thinking, nightmares and hopelessness, and alleviate the somatic cell experience in connection with anxiety and disordered eating. (Danowitz & Beddoes, 2020).

Student Musicians: A craft program that integrates mindfulness, yoga, positive psychology, and emotional intelligence was developed to improve the health and well presence of student musicians. During COVID-19 blocking, participants in the Craft Programme group became much more active in implementing practices (particularly yoga/meditation) to improve health and well-being, reporting higher perceptual benefits compared to the control group. The program showed promising preliminary effectiveness in improving mindfulness, emotional regulation (cognitive reassessment and expressive suppression), psychological well-being, and physical flexibility. (Bartos et al., 2021).

Yoga is considered a valuable tool for children to cope with stress, regulate themselves, and actively contribute to mental health and healthy development. It can improve children’s physical and mental health, resilience, mood and self-regulation skills related to emotions and stress. Benefits include increased concentration, stress control, confidence, behavioural and emotional maturity, (Kaley-Isley et al., 2010).

Social Change and self-confidence. Yoga as an instrument for social change and education is increasingly examined through the feminist lenses that yoga intersects. This reveal intertwining with systems of oppression, and at the same time emphasises how individuals redesign them through practice. Yoga is also integrated into education fields that go beyond traditional studios. The formation of yoga can contribute to a child’s physical, social, emotional and intellectual development.  (Kaley-Isley et al., 2010). In Western Europe and North America, yoga was widely seen as a female practice, gentle stretching and relaxation, in contrast to its historical role in India to strengthen the male body for approval and resistance This perspective shows how yoga, through mainstream marketing, can reflect general gender criteria rather than the practice itself. For example, the “Health and Company Coaching” (Chat) program integrates yoga and Ayurvedic principles with a lens of cultural appreciation. Despite the growing literature on the benefits of yoga, current research has recognised limitations. (Ketabi, 2017).

Methodology 

A mixed-methods research design was employed over a 10-week academic period involving 210 STEM undergraduates (engineering, computer science, and environmental science majors) from three Nigerian universities. The quantitative instruments used include the Cognitive Flexibility Inventory (CFI) and the Perceived Stress Scale (PSS), as well as custom-designed problem-solving tasks in applied STEM subjects. Qualitative instruments involved focus group discussions and semi-structured interviews with instructors and students. The participants engaged in weekly 90-minute sessions that integrated 30 minutes of guided yoga and mindfulness (breathing, concentration, and self-reflection) and 60 minutes of interactive, tech-enhanced STEM learning using AR simulations and AI tutoring systems.

Results and Analysis

Quantitative Findings revealed the pre-post comparison that showed a 21% improvement in problem-solving scores (p = 0.03), perceived stress levels decreased by 17% on average (p = 0.01), while cognitive flexibility scores improved by 13% (p = 0.04). Similarly, Qualitative Theme 1 heightened engagement in which students reported increased enthusiasm and focus during STEM sessions, Theme 2 on self-awareness and emotional control showed that many cited yoga as helpful in managing academic pressure. Theme 3 on relevance to sustainability revealed that several participants reflected on their responsibility toward environmental and social challenges.

Yes, including tables in the Results and Analysis section will enhance the credibility and clarity of your findings. Since your paper already includes statistical data from a pre-post intervention study using validated instruments (CFI, PSS, and problem-solving scores), I recommend the following two tables to support your quantitative and qualitative results:

Table 1: Pre-Post Intervention Scores Among STEM Students (n = 210)

Note: Paired sample t-tests were conducted for all variables. p < 0.05 indicates statistical significance.

Table 2: Emergent Qualitative Themes from Focus Groups and Interviews

5. Discussion 

The findings of studies on yoga intervention for STEM students demonstrate significant improvements in cognitive flexibility, perceived stress, and problem-solving skills, as both quantitative and qualitative data demonstrate. In the existing literature, the results are consistent with the benefits of yoga and mindfulness practices in educational settings, particularly to improve mental health and academic achievement. Quantitative Results Quantitative results in Table 1 show statistically significant improvements for three important variables: cognitive flexibility (CFI), perceived stress (PSS), and regular problem-solving values. Cognitive Flexibility (CFI): The pre-test means of 54.2 (SD = 9.8) rose to 61.3 (SD = 10.1) after the intervention, reflecting a mean difference of 7.1 and an improvement of 13.1% (P = 0.04). Ketabi (2017) found that yoga programs can significantly improve cognitive functioning and attention and intellectual adaptability through mindfulness practices. Perceived Stress (PSS): Average 26.7 (SD = 4.9) decreased to 22.2 (SD = 5.2), with a mean difference of -4.5, 16.8% (P = 0.01). STEM problem rating: The average value of 58.5 (SD = 10.6) rose to 70.8 (SD = 9.7), with an average difference of 12.3 and an improvement of 21.0% (P = 0.03). This finding supports Kauts and Sharma (2009). He showed that yoga improves academic performance by reducing stress and improving focus. These quantitative results suggest that yoga interventions effectively improve cognitive and emotional outcomes that are very important for MINT students with high academic requirements. Relevance to sustainability: Students developed a sense of responsibility towards environmental issues, as reflected in the citations. A theory that reflexive practices, such as yoga, promote a change in perspective and encourage students to combine academic learning with practical questions. Similarly, improved cognitive flexibility confirms the validation of Dennis and Vander Wal (2010) CFI, highlighting the relevance in assessing adaptability in high-stress academic contexts. Quantitative and qualitative results of meaning and conclusion suggest that yoga is a practical intervention to improve cognitive, emotional and academic outcomes among mint students. Statistically significant improvements in CFI, PSS, and STEM problem-solving scores, coupled with qualitative themes of engagement, self-awareness and sustainability, highlight the multifaceted benefits of yoga. These results may facilitate further research on contemplative practices in mint formation and integrate AR and sustainability curricula to improve student well-being and academic success.

7. Conclusion 

This study demonstrates that harmonising inner development through yoga with outer innovation via frontier technologies can regenerate STEM education for sustainable development. The implications are particularly relevant for the African educational landscape, where integrative models can bridge resource gaps while fostering globally competent, ecologically conscious graduates.

Recommendations

• Identifying gaps in research themes such as curriculum development and training modules for yoga education.

• Directly comparing yoga with other interventions to investigate its potential benefits.

• Addressing ethical considerations and guidelines for teaching yoga, especially for diverse populations and in sensitive contexts.

• Investigating the long-term impact of yoga interventions through follow-up assessments.

• Increasing the dosage and frequency of yoga program delivery in educational settings and determining the fidelity of home-based practice.

• Incorporating in-depth qualitative methods, such as semi-structured interviews and practice logs, to gain a deeper understanding of participants’ lived experiences and perceived benefits.

• Developing theoretical frameworks linking children’s mental health and well-being to self-regulation processes through yoga.

• Curriculum developers in STEM fields should consider embedding contemplative modules within technical courses.

• University policy should support interdisciplinary collaborations between the faculties of education, engineering, and wellness studies.

• Further investment in AR/AI tools tailored for developing countries can enhance the scalability of such interventions.