Quiet Ego and Well-Being in Higher Education: Integrating Positive Psychology and Indian Knowledge System Perspectives- A Comprehensive Literature Review

Abstract

The psychological well-being of faculty members working in higher education institutes of India has become an increasingly important concern due to escalating professional demands, institutional pressures, and evolving academic roles. Contemporary research highlights the role of positive psychological resources in promoting sustainable functioning; however, limited attention has been given to culturally grounded constructs that integrate indigenous philosophical traditions with modern psychological frameworks. The concept of quiet ego, representing a balanced self-identity characterized by detached awareness, inclusive identity, perspective-taking, and growth orientation, offers a promising lens for understanding well-being. Simultaneously, the Indian Knowledge System provides a holistic perspective on human flourishing that emphasizes self-regulation, interconnectedness, and inner equilibrium. The present paper synthesizes literature on quiet ego, well-being, positive psychology, and Indian philosophical traditions to develop an integrative conceptual understanding relevant to faculty in higher education. The review identifies conceptual convergence across traditions, highlights research gaps, and proposes directions for future research and practice.