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Introduction: Industrial Revolution 5.0 sees man and machine working in harmony. The life of a human is often dictated by emotions. Relationship with machines, however, disconnects one from emotions, thus adversely affecting the mental health of humans causing mental conditions such as depression, anxiety disorders, schizophrenia, schizoaffective disorders, bipolar disorder and autism spectrum disorder. To address mental health, education should pave the way for children to attain and sustain mental wellness specifically through holistic education. Holistic education is based on the premise that each person finds identity, meaning, and purpose in life through connections with the community, the natural world, and spiritual values such as compassion and peace, which is also known as cosmic intelligence. Holistic education should be included in the education system in Malaysia to prepare a child to meet the challenges that Industrial Revolution 5.0 may pose. Adopting a conceptual research, qualitative methodology, this article pre-supposes that holistic education be integrated in the school curriculum in Malaysia as a measure to help children attain and maintain mental wellness. The holistic education curriculum should be elucidated as a wellness model with the objective of constructing strong mental health to prepare the future generation to meet the challenges and the needs of the industry revolution. Mental health should not be treated as an illness but as a state of well-being where individuals get to realize their abilities to cope with the normal stressors of life and work productively for the betterment of oneself and the general community.
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In-Text Citation: (Jayabalan et al., 2021)
To Cite this Article: Jayabalan, S., Randawar, D. K., & Rahmat, N. E. (2021). Liberating Mental Health in IR 5.0 through Holistic Education. International Journal of Academic Research in Business and Social Sciences, 11(11), 2243–2264.
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