charya, M., Dumre, A., Poudel, P.,
&Dhakal, S. C. (2020). Happiness
Index; Current Status, Global
Ranking and its Importance in the
Government’s Agenda ‘Prosperous
Nepal, Happy Nepali’. Acta
Scientific Agriculture, 4(3), 01-03.
https://doi.org/10.31080/ASAG.2020
.04.0789
Achor, S. (2010). The Happiness
Advantage:The Seven principles of
positive psychology that fuel success
and performance at work. Crown
Business;1 Ed (September 14),
https://doi.org/10:0307591549
Ale Yasin, M. (2001). Happiness and Joy in
School. Journal of Tarbiat,1(9).
Applasamy, V., Andal, R. G., Atabi, M.,
&Namasivayam, S. (2014).
Measuring Happiness in Academic environment: A case study of the
School of Engineering at Taylor’s
University, Malaysia. ProcediaSocial and Behavioral Sciences,123,
106-112.
Apple, M. W. (1982). Education and power.
London: Routledge&Kegal Paul.
Array, E. (2014). Improving Teaching and
Learning in Swedish Higher
Education: A student-centred
perspective. The Swedish National
Union of Students, 3-33.
Backman, Y. (2016). Students’ Reasoning
about Learning and Wellbeing in
School On the epistemic privilege of
Swedish early adolescent students.
Unpublished Doctoral Thesis. Luleå
University of Technology, Sweden.
Badri, M., Nuaimi., Guang, Y., Sheriyani,
Y., &Rashedi, A. (2018). The effects
of home and school on children’s
happiness: A structural equation
model. International Journal of
Child care and Education policy,
12(17), 2-16.
https://doi.org/10.1186/s40723-018-
0056-z
Ben-Shahar, T. (2007). Happier: Learn the
Secrets to Daily Joy and Lasting
fulfilment. McGraw-Hill.
Berntsson, X., & Kohler, X. (2001). Quality
of life among children aged 2–17
years in the five Nordic countries:
Comparison between 1984 and 1996.
European Journal of Public Health,
11, 437–445.
https://doi.org/10.1093/eurpub/11.4.4
37
Biamba, C. (2016). Inclusion and classroom
practices in a Swedish school: A case
study of a school in Stockholm.
Journal of Education and Practice,
7(3).
Chen, J., &Mcnamee, G. (2011). Positive
approaches to learning in the context
of preschool classroom activities.
Early Childhood Education Journal,
39(1), 71–78.
Council, G. H. (2019). Global happiness
and wellbeing. Policy Report.
Croucher, M. (2013). UAE’s residents
among the world’s happiest, study
finds’ [online]
http://www.thenational.ae/news/uaenews/uaes-residents-among-theworlds-happiestDelors, J., In’am, A. M., Isao, A., Roberto,
C., Fay, C., Bronislaw, G., William,
G., Aleksandra, K., Michael, M.,
Marisela, P. Q., Angélique, S. M.,
Karan, S., Roberto, S., Suhr, M. W., &Nanzhao, Z. (1996). Learning: The
treasure within, report to UNESCO
of the international commission on
education for the twenty-first
century. UNESCO, Paris.
Diener, E., &Diener, C. (1995). The wealth
of nations revisited: Income and
quality of life. Social Indicators
Research, 36, 275–286.
Diener, E., Diener, M., &Diener, C. (1995).
Factors predicting the subjective
wellbeing of nations. Journal of
Personality and Social Psychology,
69, 851–864.
https://doi.org/10.1037/0022-
3514.69.5.851
Dierner, E., Suh, E. M., Lucas,R, E., &
Smith, H. L.(1999). Subjective
wellbeing: Three decades of
progress. Psychological Bulletin,125,
276-302.
Findlow, S. (2000). The United Arab
Emirates: Nationalism and ArabIslamic Identity, Emirates Centre for
Strategic Studies and Research, Abu
Dhabi, United Arab Emirates.
Francis, M. (2007). Life skills education.
www.changingminds.org.
Fredrickson, B. (2000). Cultivating positive
emotions to optimize health and
wellbeing. Prevention and
Treatment.
http://journals.apa.org/prevention.
Gallup, Inc. (2007). The state of global
wellbeing 2007. New York: Gallup
Press.
Goody, J. (2001). Competencies and
education: Contextual diversity. In
D. S. Rychen, & L.H. Salganik
(Eds.), Defining and selecting key
competencies. Gottingen, Hogrefe
and Huber Publications.
Guilherme, A., & de Freitas, A. (2017).
Happiness education: A pedagogicalpolitical commitment. Policy Futures
in Education, 15(1), 6–19.
Hammersley,C .(2019). Teaching
Happiness: Developing and
Assessing a Happiness Course.
Journal of Tourism Insights, 9 (1).
https://doi.org/10.9707/2328-
0824.1104
Hanbury, A., Prosser, M., &Rickinson, M.
(2008). The differential impact of
UK accredited teaching development
programmes on academics’
approaches to teaching. Studies in
Higher Education, 33(4), 469–483.
Helliwell, J. F., Layard, R. & Sachs, J.
(2012). World Happiness Report,
commissioned for the United Nations
and published by the Earth Institute [online]
http://unsdsn.org/files/2013/09/
WorldHappinessReport2013_online.
pdf
Inglehart, R., &Klingemann, H. D. (2000).
Genes, culture, and happiness. In E.
Diener& E. M. Suh (Eds.),
Subjective wellbeing across cultures.
MIT Press: Cambridge.
Karma Ura, Alkire, S., TashiZangmo, &
Karma Wangdi. (2012). A short
guide to the Gross National
Happiness index. Thimphu: The
Centre for Bhutan Studies.
Khan, A., &Jabin, S. (2020). A Critical
Analysis of Happiness Curriculum
Implemented in Elementary Classes
of Delhi Government Schools.
Studies in Indian Place Names,
40(10), 567-575.
Khawaja, M. (2012). UAE the Happiest
Country in the Middle East – UN
Report [online]
http://arabiangazette.com/uaehappiest-middle-east-country/
Lambert, L. (2008). A counselling model for
young women in the United Arab
Emirates: cultural considerations.
Canadian Journal of Counselling,
42(2), 101–116.
Lambert,L., Pasha,N.Z.(2015).Happiness in
the United Arab Emirates;
conceptualizations of happiness
among Emarati and other Arab
students. International Journal of
Happiness and Development, 2(1), 2-
21.
Lee, H., & Lee, J. (2014). Effects of
teacher’s attachment perceived
children to school happiness of
children: The mediated effects of
learning flow and peer competence.
Youth Facility and Environment, 12,
81–91.
Määttä, K., &Uusiautti, S. (2012). How do
the Finnish family policy and early
education system support the
wellbeing, happiness, and success of
families and children? Early Child
Development and Care, 182(3-4),
291–
298. https://doi.org/10.1080/0300443
0.2011.646718
Matthews, B. (2006). Engaging education:
Developing emotional literacy,
equity, and co-education. McGraw
Hill Education: Open University
Press.
Mittal, R. (2019). Searching for ‘Happiness’
in Happiness Curriculum. Indian ournal of School Health &
Wellbeing, 5(1).
Nagraj, A. (2015). Philosophy of Human
Behaviour, JeevanVidyaPrakashan,
Amarkantak
National Council of Educational Research
and Training (NCERT). (2005).
National Curriculum Framework for
School Education. New Delhi:
NCERT.
Nauman, A. D. (2018). Could It Ever
Happen Here? Reflections on
Finnish Education and Culture.
Inquiry in education, 10(1).
https://digitalcommons.nl.edu/ie/vol1
0/iss1/7
Noddings, N. (2004). Happiness and
education. Cambridge University
Press.
NSB (National Statistics Bureau). (2013).
Bhutan living standards survey
report 2012. Thimphu: Royal
Government of Bhutan.
Ödalen, J., Douglas, B., Erlingsson, G. Ó.,
Schaffer, J. K., &Fogelgren, M.
(2018). Teaching university teachers
to become better teachers: the effects
of pedagogical training courses at six
Swedish universities. Higher
Education Research & Development,
38(2), 339-353,
https://doi.org/10.1080/07294360.20
18.1512955
Pont, B., Figueroa, D. T., Albiser, E., Yee,
H. J., Skalde, A., Zapata, J.,
&Fraccola, S. (2014). Education
Policy Outlook Denmark. OECD.
Post, S. G. (2005). Altruism, happiness, and
health: It’s good to be good.
International Journal of Behavioral
Medicine, 12(2), 66-77.
Radja, K., Hoffmann, A. M., &Bakhshi, P.
(2008). Education and capabilities
approach: Life skills education as a
bridge to human capabilities.
http://ethique.perso.neuf.fr/Hoffman
n_Radja_Bakhshi.pdf.
Ranta, S., Uusiautti, S, &Hyvärinen, S.
(2020). The implementation of
positive pedagogy in Finnish early
childhood education and care: a
quantitative survey of its practical
elements. Early Child Development
and Care.
https://doi.org/10.1080/03004430.20
20.1763979
RGoB (Royal Government of Bhutan).
(2003). Education sector strategy:
Realizing vision 2020. Thimphu:
Ministry of Health and Education,
Royal Government of Bhutan. Ryff, C. (1989). Happiness is everything, or
is it? Explorations on the meaning
and psychology of wellbeing.
American Psychologist 57(6), 1069–
1081.
Sadeghi, A. (2006). Effective factors in
creating a happy school. Tehran:
Research Institution of Education
Innovation.
Sahlberg, P. (2015). Finnish lessons, what
can the world learn from educational
change in Finland? New York:
Teachers College Press.
Salavera, C., Usán, P., Pérez, S., Chato, A.,
& Vera, R. (2017). Differences in
happiness and coping with stress in
secondary education students.
Procedia Social and Behavioral
Sciences, 237, 1310–1315.
Scoffham, S., &Barnes, J. (2011). Happiness
matters: towards a pedagogy of
happiness and wellbeing. The
Curriculum Journal, 22(4), 535-548.
Seligman, M. (2011). Flourish: a visionary
New Understanding of Happiness
and wellbeing. Free Press: Reprint
edition.
Seligman, M. E. P. (2002). Authentic
happiness. New York: The Free
Press.
Seligman, M. E. P., &Csikszentmihalyi, M.
(2000). Positive psychology: an
introduction. American Psychologist,
55, 5–14.
Sisodia, M. (2019). Happiness Curriculum.
State Council of Educational
Research and Training, New Delhi.
Spence, S. H. (2003). Social skills training
with children and young people:
Theory, evidence and practice. Child
and Adolescent Mental Health. 8(2),
84-96.
State Council of Educational Research and
Training (SCERT). (2019).
Happiness Curriculum. New Delhi.
Talebzadeh, F., &Samkan, M. (2011).
Happiness for our kids in schools: A
conceptual model. Procedia-Social
and Behavioral Sciences, 29, 1462-
1471.
https://doi.org/10.1016/jsbspro.2011.
11.386
The United Nations Educational, Scientific
and Cultural Organization
(UNESCO). (2017). Promoting
Learner Happiness and Well being.
Asia Pacific Education Thematic
Brief.
Trowler, P., &Bamber, R. (2005).
Compulsory higher education
teacher training: Joined-up policies, institutional architectures and
enhancement cultures. International
Journal for Academic Development,
10(2), 79–93.
Tshomo, P. (2016). Conditions of
Happiness: Bhutan’s Educating for
Gross National Happiness Initiative
and the Capability Approach.
Education in the Asia-Pacific
Region: Issues, Concerns and
Prospects, 36, 139–152.
https://doi.org/10.1007/978-981-10-
1649-3_9
Uusitalo-Malmivaara, L. (2011). Global and
School-Related Happiness in Finnish
Children. Journal of Happiness
Studies, 13(4), 601–619.
https://doi.org/10.1007/s10902-011-
9282-6
Vogel, J. (2002). Welfare production,
poverty and wealth: A comparative
and longitudinal perspective. In W.
Glatzer (Ed.), Rich and Poor:
Disparities, Perceptions,
concomitants (pp. 235–270).
Dordrecht: Kluwer.
Weissberg, R., Kumpfer, & Seligman, M.
(2003). Prevention that works for
children and youth: An introduction.
American Psychologist, 58, 425–432.
World Health Organisation (WHO). (1992).
Basic documents. 39th ed. Geneva.
Zabihi, R., &Ketabi, S. (2013). Advocating
a pedagogy of happiness in TESOL:
Antecedents and potentialities. The
Journal of Happiness and
Wellbeing,1(2), 39-50.
Zabihi, R., Ketabi, S., &Tavakoli, M.
(2015). Design, Construct
Validation, and Integrated
Application of a Happiness Teaching
Perceptions Inventory (HTPI).
Psychological Studies, 60(2), 226–
231. https://doi.org/10.1007/s12646-
014-0292-4
Zurick, D. (2006). Gross National Happiness
and Environmental status in Bhutan.
Geographical Review, 96(4), 657-
681.
https://doi.org/10.2307/30034142