Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study.

Area of Science:

• Mindfulness-based interventions
• Higher education pedagogy
• Student mental health

Background:

• Higher education students face significant stress and anxiety, impacting academic performance and personal wellbeing.
• Mindfulness practices, including meditation, show potential for mitigating these negative effects and fostering compassion.

Purpose of the Study:

• To investigate how undergraduate and graduate students perceive brief, instructor-guided mindfulness practices.
• To assess the impact of these practices on student stress, anxiety, and overall wellbeing.

Main Methods:

• A qualitative exploratory pilot study involving 52 graduate and undergraduate students.
• Eight weeks of brief, instructor-guided mindfulness sessions (5 minutes) integrated into class time.
• Student self-practice logs and end-of-term feedback, alongside instructor feedback.

Main Results:

• Students reported reduced anxiety and increased feelings of calm.
• Lovingkindness meditation was positively received as a class-ending activity.
• Instructors noted improved student focus and grounding from mindful breathing at the start of class.

Conclusions:

• Mindfulness practices can positively influence student wellbeing in higher education settings.
• Enhanced instructor training and comprehensive student education on mindfulness are crucial for effective implementation.
• Further research is warranted to explore deeper integration of mindfulness into academic environments.