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

Oren Ergas, Linor L. Hadar

Research output: Contribution to journalArticlepeer-review


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.

Original languageEnglish
Pages (from-to)359-377
Number of pages19
JournalPedagogy, Culture and Society
Issue number3
StatePublished - 2021
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2021 Pedagogy, Culture & Society.


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

ASJC Scopus subject areas

  • Cultural Studies
  • Education


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