Author: Dr. Madhurima Chakraborty & Mr. Kalyan Banerjee
DOI Link: https://doi.org/10.70798/Bijmrd/04050023
Abstract: Learning for learning sake is no longer the motto of learning, nowadays ‘learning’ itself connotes imbibing. A learner can imbibe only when he or she feels interested and driven towards learning. If learning becomes their passion, reaching the goal will become easier. This passion driven learning will bring the learners joy and happiness, making them retain the lessons for a longer span. Genius hour is an hour dedicated to explore one’s passions and interests which amounts to 20% of the total working hour. It is the hour when student voices and passions are heard and it offers them opportunities to ask genuine meaningful questions that would help them advance in their learning. On the other hand, Micro-learning is another type of learning design, designed to deliver huge content within a short time span to maximize engagement and therefore learning. It consists of short learning units or short-term learning activities. While speaking off happiness and joy, Gross National Happiness (GNH), a term coined by Jigme Singye Wangchuk, fourth King of Bhutan. More than a term, it is a philosophy that propagates the undertaking of an all-inclusive approach towards the notion of the development through sustainable development and giving equal importance to noneconomic aspects of well-being. Micro-learning and GNH both have studies that showcases it as vital facets of life-long learning. Therefore, the present study targets to find the relation of cent percent utilization of Genius Hour with the four pillars of GNH and the determinants of Micro-learning.
Keywords: Sustainable development, promotion of culture, psychological well-being, retention
Page No: 192-201