Does mindfulness belong in higher education? – An eight year research of students’ experiences

ABSTRACT

Within the recent rise in the incorporation of contemplative practices in higher education, mindfulness stands out as the most studied and implemented practice. However, most of its studied implementations have been focused on interventions associated with mental health. Very little attention has been given to the study of mindfulness's potential broader educational impact. This study is based on the analysis of final assignments from the course „mindfulness and education„, taught to 673 students at three Faculties of Education between 2011 and 2018 and on a retrospective questionnaire. Results show that in addition to common effects of mindfulness (e.g., stress-reduction), many students recognised mindfulness as an educational practice that had transformed their view of the nature of education and sometimes of life itself. The paper lends support to the understanding and framing of mindfulness as aformative educational practice that accords with aims of higher education.

KEYWORDS:

• Mindfulness
• higher education
• aims of education
• student experiences
• journaling

Disclosure statement

No potential conflict of interest was reported by the authors.