Factors affecting the infusion of Gross National Happiness Values in teaching mathematics for higher secondary schools in Bhutan

Abstract Bhutan’s education sector has attracted international attention due to reforms driven by the national development philosophy of Gross National Happiness (GNH), which aspires to balance change with the Bhutanese cultural values that form the backbone of the GNH philosophy. However, GNH values are not explicitly integrated into academic teaching despite the training provided to teachers. In particular, there is a limited understanding of the factors that impede the integration of GNH values into Mathematics teaching. Addressing this gap, the study aims to provide an empirical baseline on the factors influencing the infusion of GNH values in Mathematics teaching, based on teachers’ perceptions, understandings and classroom practices in Bhutan. Guided by an interpretivist paradigm, the study employed a qualitative, multiple-embedded case study approach to explore the challenges. The study involved 10 Mathematics teachers teaching grades XI and XII students (ages 16 to 18) across five purposively selected schools in three districts of Eastern Bhutan. Data were collected through semi-structured interviews, classroom observations and field notes, which were analyzed thematically. The findings revealed that an emphasis on academic performance, societal pressures and traditional teaching methods limits opportunities for the meaningful infusion of GNH values. The knowledge generated from this study can serve as an empirical baseline for curriculum developers, educators, parents, students and future researchers in the field of GNH and Mathematics education.