Empowering Future Educators with Mindfulness and Self-Compassion: Lessons Learned from a Pilot Study

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46747885%3A24510%2F25%3A00014019" target="_blank" >RIV/46747885:24510/25:00014019 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1024/2673-8627/a000085" target="_blank" >https://doi.org/10.1024/2673-8627/a000085</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Empowering Future Educators with Mindfulness and Self-Compassion: Lessons Learned from a Pilot Study

Popis výsledku v původním jazyce

The well-being of future educators is a critical component of their ability to effectively support their students. However, limited resources and awareness about mindfulness and self-compassion techniques among university students studying education pose challenges to their integration into personal and professional practice. This study aims to identify barriers to the implementation of these techniques and explore ways to make them more accessible and engaging for future educators. Fifteen students enrolled in a General Psychology course participated in four 90-minute workshops introducing mindfulness and self-compassion practices. Data collection included pre- and post-intervention standardized questionnaires (e.g., Self-Compassion Scale, PHQ-9, GAD-7) and a focus group discussion. Early findings highlighted practical lessons about creating a welcoming environment, such as the impact of comfort factors (e.g., seating, lighting, being barefoot) on participants‘ engagement. Some participants expressed gratitude for the opportunity to learn about these techniques, as it was their first exposure to mindfulness and self-compassion. Additionally, it was observed that the lack of guided meditation materials in students‘ mother tongue was a notable obstacle to accessibility, underscoring the need for culturally and linguistically relevant resources. Limitations: This study’s findings are constrained with small, non-representative sample and self-reported measures, limiting the generalizability of findings. Future studies could expand this work by including diverse groups, employing longitudinal designs, and quantitatively assessing the effectiveness of mindfulness and self-compassion practices among future educators. Implications: By focusing on lessons learned and identifying practical solutions, this research provides valuable insights into enhancing the accessibility of mindfulness and self-compassion techniques for university students in education programmes. Beyond fostering individual well-being, we believe that these practices equip future educators to create emotionally supportive and resilient learning environments, ultimately benefiting their students.

Název v anglickém jazyce

Empowering Future Educators with Mindfulness and Self-Compassion: Lessons Learned from a Pilot Study

Popis výsledku anglicky

The well-being of future educators is a critical component of their ability to effectively support their students. However, limited resources and awareness about mindfulness and self-compassion techniques among university students studying education pose challenges to their integration into personal and professional practice. This study aims to identify barriers to the implementation of these techniques and explore ways to make them more accessible and engaging for future educators. Fifteen students enrolled in a General Psychology course participated in four 90-minute workshops introducing mindfulness and self-compassion practices. Data collection included pre- and post-intervention standardized questionnaires (e.g., Self-Compassion Scale, PHQ-9, GAD-7) and a focus group discussion. Early findings highlighted practical lessons about creating a welcoming environment, such as the impact of comfort factors (e.g., seating, lighting, being barefoot) on participants‘ engagement. Some participants expressed gratitude for the opportunity to learn about these techniques, as it was their first exposure to mindfulness and self-compassion. Additionally, it was observed that the lack of guided meditation materials in students‘ mother tongue was a notable obstacle to accessibility, underscoring the need for culturally and linguistically relevant resources. Limitations: This study’s findings are constrained with small, non-representative sample and self-reported measures, limiting the generalizability of findings. Future studies could expand this work by including diverse groups, employing longitudinal designs, and quantitatively assessing the effectiveness of mindfulness and self-compassion practices among future educators. Implications: By focusing on lessons learned and identifying practical solutions, this research provides valuable insights into enhancing the accessibility of mindfulness and self-compassion techniques for university students in education programmes. Beyond fostering individual well-being, we believe that these practices equip future educators to create emotionally supportive and resilient learning environments, ultimately benefiting their students.

Druh

O - Ostatní výsledky

CEP obor

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OECD FORD obor

50100 - Psychology and cognitive sciences

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů