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@article{191643,
        author = {Hariom panwar and Dr Deepshikha Tonk},
        title = {The Impact of Bhagavad Gita Teachings on the Cognitive Abilities of Adolescents},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {12},
        number = {8},
        pages = {7695-7703},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=191643},
        abstract = {Adolescence represents a crucial developmental period characterized by rapid cognitive, emotional, and psychosocial changes. Cognitive abilities such as attention, working memory, executive functioning, and problem-solving skills undergo significant maturation during this stage and play a decisive role in academic achievement and overall well-being. In recent years, there has been growing scholarly interest in the integration of contemplative and philosophical traditions into modern educational and psychological frameworks. The Bhagavad Gita, one of the most influential philosophical texts of Indian thought, offers profound teachings on mindfulness, self-regulation, ethical reasoning, and disciplined action, which may positively influence cognitive processes in adolescents.
The present study aims to examine the impact of structured Bhagavad Gita teachings on the cognitive abilities of adolescents. Drawing upon principles such as karma yoga (selfless action), jnana yoga (knowledge and self-reflection), and dhyana yoga (meditative awareness), this research investigates whether exposure to these teachings can enhance core cognitive domains. A quasi-experimental research design was employed involving 120 adolescents aged 13–17 years, divided into an experimental group and a control group. The experimental group participated in a 12-week intervention program consisting of weekly Bhagavad Gita study sessions, reflective discussions, and guided contemplative practices, while the control group continued with regular academic activities.
Standardized psychological instruments were used to assess working memory, attention, and problem-solving abilities at pre-test and post-test stages. Quantitative data analysis was conducted using repeated-measures ANOVA to examine differences between groups over time. The results revealed statistically significant improvements in working memory, attentional control, and problem-solving abilities among adolescents in the experimental group compared to the control group. These findings suggest that Bhagavad Gita teachings may serve as an effective cognitive enrichment tool when integrated into adolescent education.
Beyond empirical findings, this study contributes to the interdisciplinary discourse bridging psychology, education, and Indian philosophy. The results support the view that ancient philosophical texts, when presented in a secular, reflective, and developmentally appropriate manner, can foster cognitive growth and mental discipline in young individuals. The study also highlights implications for educators, psychologists, and policymakers interested in holistic education models. Limitations, including cultural context and intervention duration, are discussed, along with directions for future research. Overall, the findings underscore the relevance of the Bhagavad Gita as a valuable cognitive and educational resource for adolescent development.},
        keywords = {Bhagavad Gita, adolescence, cognitive abilities, working memory, attention, mindfulness, education},
        month = {January},
        }