Abstract

The growing emphasis on holistic development in Education has brought the concept of human flourishing to the forefront of contemporary educational discourse. Rooted in philosophical, psychological, and educational traditions, human flourishing extends beyond academic achievement to encompass well-being, character development, meaningful relationships, and purposeful living.  In the context of school education, it provides a comprehensive framework for nurturing the holistic development of learners. This paper aims to explore the conceptual foundations of human flourishing and examine its relevance within school education systems. Further, it undertakes a policy analysis and comparative conceptual vision of two significant educational frameworks – India’s National Education Policy (NEP) 2020 and Bhutan’s National Education Policy to understand how principles of human flourishing are embedded within them. The present study adopted a review-based conceptual methodology that draws on international literature, policy documents, and psychological theories. The researchers used Content Analysis and Thematic Analysis techniques to critically analyse the significant policy documents, such as Bhutan’s Education Policy and India’s NEP 2020.NEP 2020 and Bhutan’s Education policy draw attention towards creating environments that nurture individuals to lead meaningful, joyful lives, empowering them with rational thinking, empathy, resilience, creativity, and a deep sense of purpose and well-being.  The findings of the present study suggest that both policies emphasise learner-centric, value-based, and well-being-oriented education, though they differ in philosophical orientation and implementation strategies. The study also emphasises the need for translating policy visions into effective pedagogical practices to realise the goal of holistic education.