This book explores contemporary issues and challenges in values education in Nepal, with a particular focus on gratitude education as a culturally and spiritually grounded approach to fostering character development, ethical behaviour, and holistic learning. Drawing on the perspectives and experiences of Nepalese educators, it examines how gratitude can contribute to teaching, learning, school culture, and educational transformation within Nepalese school settings.

A distinctive contribution of the book is its exploration of educators’ conceptualisations of gratitude, foregrounding their voices and professional experiences as valuable sources of educational knowledge. Through this lens, the book develops and presents a comprehensive gratitude education framework, GRinEd, that articulates the purposes, principles, goals, and pedagogical approaches associated with cultivating gratitude in schools. The framework positions gratitude as a transformative educational value that supports the development of responsible, compassionate, and socially engaged individuals.

The book also makes a significant theoretical contribution by offering a conceptual framework that bridges Nepalese educational traditions with broader international scholarship on values education, character education, and wellbeing. In doing so, it provides new insights into the role of gratitude as both a personal virtue and a collective educational resource.

This book serves as a testimonial to broader learning communities and offers a crucial source of insight, knowledge and information, contributing helpful directions to introduce, integrate and enact values education in schools. 

Serving as a valuable resource for researchers, educators, teacher educators, school leaders, policymakers, and students, this book offers practical and theoretical guidance for introducing, integrating, and enacting values education in schools. It contributes to ongoing conversations about how educational systems can nurture human flourishing, social responsibility, and ethical citizenship in an increasingly complex and interconnected world.

Dr. Krishna Kumar Yogi completed his PhD in Education at University of Tasmania in 2023. His research focuses on gratitude, values education, character development, and the cultural and spiritual dimensions of education, with particular attention to the Nepalese context. His work explores how gratitude can contribute to positive educational outcomes, including teacher–student relationships, wellbeing, inclusive education, and positive school culture.

Prior to undertaking doctoral studies in Australia, Dr. Yogi lived and worked in Nepal, where he gained extensive experience across school and higher education sectors. He taught at the secondary school level for nearly seven years and subsequently served as a lecturer in several Nepalese colleges for approximately a decade, facilitating undergraduate and postgraduate courses in education and related disciplines. His academic interests include values education, gratitude education, teacher development, educational leadership, and intercultural perspectives on schooling.

Drawing on both professional practice and research, Dr. Yogi's work seeks to bridge local educational traditions with contemporary international scholarship to support educational improvement, human flourishing, and social transformation.