A study on knowledge, perception, and readiness in acceptance of the ayurveda approach to stress management among education professionals.

Abhilashini, Prabagaran and Kavithaashri Kumari, Selvaraja and Sneha, Ramesh (2024) A study on knowledge, perception, and readiness in acceptance of the ayurveda approach to stress management among education professionals. Final Year Project, UTAR.

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Abstract

This study delves into the intricate interplay of knowledge, perception, and readiness concerning the acceptance of the Ayurveda approach to stress management among education professionals. In our modern society, stress has become a ubiquitous challenge, particularly affecting professionals in the education sector. Despite the prevalence of stress, there is a growing interest in alternative approaches like Ayurveda, known for its holistic and natural methods. Our research aims to uncover the factors that contribute significantly to the acceptance or rejection of Ayurveda as a viable stress management strategy among education professionals. Through a comprehensive survey and analysis of data from a diverse sample of education professionals, we seek to identify correlations between variables such as knowledge about Ayurveda, individual perceptions, and readiness to adopt Ayurveda practices. By employing statistical techniques and regression analysis, we intend to quantify the impact of these factors on the overall acceptance of the Ayurveda approach to stress management. This study not only adds to the existing body of knowledge in stress management but also provides valuable insights for educators, policymakers, and healthcare professionals interested in promoting holistic well-being in educational settings. Our findings are expected to shed light on the key determinants that influence the adoption of Ayurvedabased strategies for stress management among education professionals. This research contributes to bridging the gap between traditional healing practices and contemporary stress management approaches, fostering a more integrated and holistic approach to well-being in educational contexts. The implications of this study extend beyond academia, potentially informing strategies for promoting mental health and resilience among education professionals, thereby enhancing their overall job satisfaction and effectiveness.

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