Integrating mindfulness into the academic curriculum: A qualitative study.
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| Title: | Integrating mindfulness into the academic curriculum: A qualitative study. |
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| Authors: | Dunuwila, Emily (AUTHOR), Lockerby, Elizabeth C. (AUTHOR), Mackenzie, Elizabeth R. (AUTHOR), Patel, Deven M. (AUTHOR) |
| Source: | Journal of American College Health. Jan2026, Vol. 74 Issue 1, p177-185. 9p. |
| Subjects: | Curriculum, Continuing education units, Qualitative research, Focus groups, Stress management, Mindfulness, Undergraduate programs, Educational outcomes, Undergraduates, Pilot projects, Interviewing, Universities & colleges, Statistical sampling, Health, Reflection (Philosophy), Learning, Self-control, Teaching, Developmental psychobiology, Experience, Students, Thematic analysis, Sound recordings, Meditation, Health behavior, Quality of life, Grounded theory, Phenomenology, Self-consciousness (Awareness), Student attitudes, Transition to adulthood, Self-perception, Avoidance (Psychology), Adults |
| Geographic Terms: | Atlantic Coast (Middle Atlantic States), Middle Atlantic States |
| Abstract: | Objective: Most undergraduate students experience high stress levels, necessitating university support. Meditation-based programs can encourage student wellbeing. This research examined the feasibility of a for-credit undergraduate mindfulness course, its effectiveness in helping students develop a mindfulness practice, and its potential impact on healthy development. Participants: Twenty-nine undergraduates participated from Fall 2021 to Spring 2023. Methods: Data were collected through focused group and individual interviews, and student reflection essays, and analyzed using grounded theory and phenomenological analysis. Results: Six themes emerged: learning to practice, self-awareness, self-acceptance, self-regulation, applying practices, and quality of life. The course structure effectively integrated mindfulness practice into a didactic curriculum, supporting students in cultivating a practice in a guided setting, and seemed to enhance wellbeing and stress management for participants in the study. Conclusion: Our findings suggest that embedded contemplative education can enhance whole student learning so that the college experience is both less stressful and more meaningful. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Objective: Most undergraduate students experience high stress levels, necessitating university support. Meditation-based programs can encourage student wellbeing. This research examined the feasibility of a for-credit undergraduate mindfulness course, its effectiveness in helping students develop a mindfulness practice, and its potential impact on healthy development. Participants: Twenty-nine undergraduates participated from Fall 2021 to Spring 2023. Methods: Data were collected through focused group and individual interviews, and student reflection essays, and analyzed using grounded theory and phenomenological analysis. Results: Six themes emerged: learning to practice, self-awareness, self-acceptance, self-regulation, applying practices, and quality of life. The course structure effectively integrated mindfulness practice into a didactic curriculum, supporting students in cultivating a practice in a guided setting, and seemed to enhance wellbeing and stress management for participants in the study. Conclusion: Our findings suggest that embedded contemplative education can enhance whole student learning so that the college experience is both less stressful and more meaningful. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07448481 |
| DOI: | 10.1080/07448481.2025.2512961 |
