Contemporary education systems face increasing pressure to respond to moral fragmentation, learner disengagement, mental health challenges, and the dominance of outcome-driven pedagogies in 21st-century classrooms. While global education reforms emphasize competencies such as critical thinking, creativity, and digital literacy, comparatively less attention has been given to the cultivation of ethical values, character formation, and inner resilience. This paper argues that the Bhagavad Gita, a foundational philosophical text, offers a timeless and holistic framework for values-based education that is highly relevant to modern educational contexts. Drawing on key Gita teachings, such as dharma (ethical duty), karma yoga (selfless action), self-awareness, equanimity, and purpose-driven learning, the study conceptualizes an integrative educational framework that aligns moral development with cognitive and socio-emotional learning.

Using a critical narrative review of interdisciplinary literature spanning philosophy of education, values education, social-emotional learning, and 21st-century pedagogy, the paper demonstrates how Gita-inspired principles can be pedagogically translated into classroom practices that promote mindfulness, resilience, ethical reasoning, and learner agency. The proposed framework positions teachers as moral facilitators and learners as reflective, purpose-oriented individuals capable of navigating complexity and uncertainty. The paper contributes to contemporary debates on holistic education by offering a culturally grounded yet universally applicable model that bridges ancient wisdom and modern educational imperatives. It concludes by highlighting implications for curriculum design, teacher education, and policy development in pluralistic and globalized education systems.

Bhagavad Gita, values-based education, 21st-century classrooms, ethical learning, mindfulness and resilience, holistic education, character education

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