📄 Abstract
Intellectual humility is an important quality that influences how individuals understand knowledge, respond to new ideas, and interact with different viewpoints. In education, it can help learners and teachers recognize the limits of their knowledge, accept feedback, question their assumptions, and remain open to learning. The present paper provides a conceptual understanding of intellectual humility in the context of education. It discusses its meaning and evolution, philosophical and psychological foundations, core characteristics, and relationship with related psychological constructs such as open-mindedness, growth mindset, critical thinking, reflective thinking, academic resilience, and self-compassion. The paper also examines the significance and educational implications of intellectual humility for students, teachers, teacher education, classroom practices, curriculum, and educational policy. In addition, the challenges involved in developing intellectual humility in contemporary educational settings are discussed. The paper concludes that intellectual humility is not a sign of weakness or lack of confidence; rather, it represents a balanced approach to knowledge that combines confidence with openness, reflection, and willingness to learn. Fostering intellectual humility may therefore contribute to more thoughtful, reflective, and responsible learners.
🏷️ Keywords
📚 How to Cite:
Sonali Panda , Dr. Megha Das , INTELLECTUAL HUMILITY IN EDUCATION: A CONCEPTUAL PERSPECTIVE , Volume 11 , Issue 8, August 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 185 - 196 , DOI: https://doi.org/10.36713/epra28936