[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-592059-105":3,"doc-detail-592059-en":80,"detail-sidebar-cat-0-en-105":98},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","dimensions-of-holistic-education-in-indian-higher-education-alibreemc-guided-systematic-literature-review","Dimensions of holistic education in Indian higher education: ALIBRE/EMC²-guided systematic literature review","","Recognizing the emphasis on whole-person development, this study examines key dimensions of holistic education in Indian higher education by integrating philosophical, policy, and literature perspectives. Using contemporary Indian spiritual-philosophical wisdom and policy instruments such as NEP 2020 and UN SDG 4.7, the work proposes LIBRE/EMC² as a culturally grounded, neurocognitively informed framework. A qualitative systematic review following PRISMA uses Scopus and Semantic Scholar, confirming empathy, mindfulness, compassion, and critical inquiry as consistently present dimensions, with implications for curriculum, assessment, and scalable integration.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/dimensions-of-holistic-education-in-indian-higher-education-alibreemc-guided-systematic-literature-review/592059/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/dimensions-of-holistic-education-in-indian-higher-education-alibreemc-guided-systematic-literature-review/592059.png","ImageObject",300,407,{"name":42,"@type":43},"Mabel","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main goal of the study on holistic education in India?","Question",{"text":62,"@type":63},"To identify key dimensions of holistic education in Indian higher education by integrating philosophical, policy, and literature perspectives and validating LIBRE/EMC² dimensions.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which framework does the study use to guide holistic education analysis?",{"text":67,"@type":63},"The study uses the ALIBRE/EMC²-guided approach and validates the four LIBRE/EMC² dimensions: empathy, mindfulness, compassion, and critical inquiry.",{"name":69,"@type":60,"acceptedAnswer":70},"How was the evidence gathered and evaluated?",{"text":71,"@type":63},"A qualitative systematic literature review following PRISMA was conducted using Scopus and Semantic Scholar, with thematic coding and qualitative comparative methods on eight selected peer-reviewed articles.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},592059,1792210736,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":96,"read_time":97,"preview_page_count":4},7971474920318,"https://ap-avatar.wpscdn.com/avatar/74000ee537e6b0ca360?x-image-process=image/resize,m_fixed,w_180,h_180&k=1788430171632181674",8,"Asian Journal of Contemporary Education  \nISSN(e): 2617-1252  \nDOI: 10. 55493/5052 . v9i2 .5522 Vol. 9, No. 2, 156-172.  \n© 2025 AESS Publications. All Rights Reserved.  \nDimensions of holistic education in Indian higher education: ALIBRE/EMC²-guided systematic literature review  \nMannu Brahmi 1+ Harshita Jain2 Anushka Desai3 Jyoti Kumar4  \n1National Resource Centre for Value Education in Engineering, Indian Institute of Technology, Delhi, India.  \n[Email:](Email: mannu.brahmi@gmail.com)[ ](Email: mannu.brahmi@gmail.com)[mannu.brahmi@gmail.com](Email: mannu.brahmi@gmail.com)  \n2Department of Psychology, University of Delhi, New Delhi, India.  \nEmail: [hharshitajain@gmail.com](hharshitajain@gmail.com)  \n3Mithibai College of Arts, Chauhan Institute of Science & Amrutben Jivanlal College of Commerce and Economics, Mumbai, India.  \nEmail:  [anushkadesai42@gmail.com](anushkadesai42@gmail.com)  \n4Department of Design. Associated Faculty, National Resource Centre for Value Education in Engineering, Indian Institute of Technology, Delhi, India.  \n[Email:](Email: jyoti@design.iitd.ac.in)[ j](Email: jyoti@design.iitd.ac.in)[yoti@design.iitd.ac.in](Email: jyoti@design.iitd.ac.in)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 11 June 2025  \nRevised: 18 July 2025  \nAccepted: 28 July 2025  \nPublished: 8 August 2025  \nKeywords  \nHigher education Holistic approach NEP 2020  \nSystematic literature reviews UN SDG 4.7  \nWhole person approach.  \nRecognizing the increasing emphasis on whole-person development, this study investigates key dimensions of holistic education in Indian higher education by integrating philosophical, policy, and literature perspectives. Drawing from contemporary Indian spiritual-philosophical wisdom and policy frameworks such as the National Education Policy 2020 and United Nations Sustainable Development Goal 4.7, the study identifies LIBRE/EMC² as a culturally grounded, neurocognitively informed framework for holistic education in India. A qualitative systematic literature review, conducted in line with PRISMA guidelines, was undertaken using Scopus and Semantic Scholar databases to evaluate the presence of four core LIBRE/EMC² dimensions, empathy, mindfulness, compassion, and critical inquiry, within holistic education literature. Eight original peer-reviewed articles were selected and analyzed using thematic coding and qualitative comparative methods to validate these dimensions. The findings confirm their consistent presence, often linked to themes such as interpersonal sensitivity, lifelong learning, social-emotional competencies, and reflective practice. Thereview further underscores the institutional and pedagogical need for holistic approaches to foster whole-person development. These insights suggest that culturally sensitive, evidence-based frameworks like LIBRE/EMC² can inform curriculum design, policy implementation, and assessment in India, and potentially beyond. The study calls for developing localized assessment tools and scalable strategies to integrate these dimensions into higher education.  \nContribution/ Originality: This study contributes to the existing literature by substantiating the CASELbased LIBRE/EMC² framework, employing a systematic literature review as a model for holistic education. Furthermore, aligned with the zeitgeist of NEP 2020 and UN SDG 4.7, it supports LIBRE/EMC²’s four competencies as viable dimensions of holistic education.  \n1. INTRODUCTION  \nThe word ‘education’ originates from two Latin roots: ‘educere’, meaning ‘to draw out’, and ‘educare’, meaning‘to train or mold’ (Bass & Good, 2004; Craft, 2017) . Indian sages-thinkers have long argued that education should facilitate the unfolding of both self and society, aiming for liberation, a vision historically represented in the ‘guru-  \nshishya tradition’ (Ghonge, Bag, & Singh, 2020; Krishnamurti, 2022; Osho, 2017) . However, in the current ecosphere, business models have shaped human civilization (Napier, ","cbCaiaFkNeGnyFzY","https://ap.wps.com/l/cbCaiaFkNeGnyFzY","pdf",578515,17,"English","# Abstract\n# Introduction\n## Educational Philosophy of Contemporary Indian Sages-Thinkers","[{\"question\":\"What is the main goal of the study on holistic education in India?\",\"answer\":\"To identify key dimensions of holistic education in Indian higher education by integrating philosophical, policy, and literature perspectives and validating LIBRE/EMC² dimensions.\"},{\"question\":\"Which framework does the study use to guide holistic education analysis?\",\"answer\":\"The study uses the ALIBRE/EMC²-guided approach and validates the four LIBRE/EMC² dimensions: empathy, mindfulness, compassion, and critical inquiry.\"},{\"question\":\"How was the evidence gathered and evaluated?\",\"answer\":\"A qualitative systematic literature review following PRISMA was conducted using Scopus and Semantic Scholar, with thematic coding and qualitative comparative methods on eight selected peer-reviewed articles.\"}]","Dimensions of holistic education in Indian higher education: ALIBRE/EMC²-guided systematic literature review | PDF",1792073776,43,{"code":4,"msg":81,"data":99},[100,104,108,112,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":109,"show_sort_weight":110,"slug":111},"Exam",70,"exam",{"id":113,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},5,"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":113,"slug":145},19,"General","general"]