SPIRITUAL INTERVENTIONS IN FORMAL EDUCATION: A SYSTEMATIC LITERATURE REVIEW

Abstract

This study aims to synthesize empirical evidence on the implementation, supporting and
inhibiting factors, and outcomes of spiritual interventions in formal education. A systematic
literature review was conducted using the PRISMA framework. Articles were searched in three
electronic databases, namely SAGE, SpringerLink, and Taylor & Francis Online. The search was
limited to journal articles published between 2015 and 2025, written in English, available in full
text or open access, and reporting empirical studies on spiritual interventions in formal education.
The initial search identified 3,427 records. After automatic filtering, eligibility screening, and
critical appraisal using criteria adapted from the Joanna Briggs Institute checklist, five articles
were included in the final synthesis. The included studies originated from the United States,
Indonesia, India, and Iran and covered higher education, senior high school, and elementary school
contexts. The synthesis indicates that spiritual interventions are implemented through two main
patterns: curricular integration and structured training programs. Supporting factors include
individual readiness, personality, religious or cultural congruence, facilitator competence,
institutional support, and adequate program duration. Inhibiting factors include the lack of
validated assessment tools, cultural mismatch, and limited relevance for particular social groups.
Across the reviewed studies, spiritual interventions showed positive outcomes in professional
attitudes, emotional intelligence, well-being, religious understanding, social interaction skills, and
reductions in depression, anxiety, stress, and social anxiety. These findings suggest that spiritual
interventions are relevant as psychopedagogical strategies in formal education when
systematically, inclusively, and contextually designed.