The Impact of Mindfulness Meditation on Academic Well-Being and Affective Teaching Practices

Tahereh Ziaian^1*, Janet Sawyer², Nina Evans³, David Gillham⁴

¹School of Nursing and Midwifery, University of South Australia, Adelaide, Australia.
²Centre for Regional Engagement, University of South Australia, Adelaide, Australia.
³School of Information Technology and Mathematical Sciences, Adelaide, Australia.
⁴School of Nursing and Midwifery, Flinders University of South Australia, Adelaide, Australia.

DOI: 10.4236/ce.2015.620222                

Abstract

Using action research, this study investigated the impact of mindfulness meditation as used by academic staff on the affective domain of teaching and learning, and its impact on the psychological well-being of academic staff. Through convenience sampling technique, academic staff at the University of South Australia’s Centre for Regional Engagement were recruited to the study. Participants completed a mindfulness meditation program including meditation practice of five minutes twice a day for a nine-month period. Workshops and individual telephone interviews were conducted during this time, with early findings indicating that mindfulness meditation can increase staff awareness of the affective domain and promote mental well-being. The results also suggest strategies to promote affective teaching and learning within the tertiary environment.

Keywords

Mindfulness, Mindfulness Meditation, Wellbeing, Affective Domain, Higher Education, Universities

Conflicts of Interest

The authors declare no conflicts of interest.

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