Wamsler et al (2018) discusses the benefits of implementing mindfulness in pedagogy as it allows for the process of ecological learning. The studies partaken in this research demonstrate the positive influence of mindfulness on subjective well-being, the activation of intrinsic core values, sustainable behaviour, and human-nature connections. Specifically, the study highlights how educators can implement mindful practices in their curriculum by observing practices used by educators around the world. It mainly highlights:

(1) Interactive dialogue: icebreakers, debating, collaborating on tasks/group assignments

(2) Moments of silence to improve self-reflection, self-awareness, social regulation, and empathy

(3) Mindfulness meditation in class before exams or presentations (ex. Deep breathing exercises focused on the occurring state or feeling)

(4) Blending mindfulness with technology: using apps or websites to track systematically when engaging in mindfulness

(5) Voluntary mindfulness meditation sessions conducted outside of the usual course activities

(6) Written reflections based on the five key aspects of mindfulness: observing, describing, acting with awareness, non-judgement, and reactivity

When implementing mindfulness strategies in teaching, connections between the teacher and student and student and student are strengthened; these connections become more compassionate, non-judgemental, accepting of openness, and help establish respectful boundaries. Studies also found that it allowed for more self-observation, mutual learning, and helped students acknowledge differences in cultural backgrounds, experiences, and social behaviours. Furthermore, the process of ecological learning begins to develop when the integration and blending of thought become the main focus of the learning experience, as opposed to disintegration and separation. This coincides with the constructivist approach to learning, as it encourages collaborating and sharing experiences with others. Mindfulness benefits memory, emotional regulation and well-being, interpersonal and emotional connections, and pedagogical practices when being used in the classroom setting.

Shoshani & Steinmetz (2014) present a study in which demonstrates how implementing positive psychology during school-based interventions will enhance the students’ mental health and empower educational staff. According to their research, the positive psychology moment has contributed to students’ subjective well-being, which includes their positive emotions, gratitude, hope, goal setting, and character strengths. For example, educators have implemented positive psychology in their curricula by having students write about intensely positive experiences, counting their blessings, and celebrating their strengths in their learning diaries, which lead to higher levels of reported subjective well-being. Moreover, by implementing positive psychology during school-based interventions, the article’s findings indicate these intervention groups showed decreased anxiety and depression and an increase in self-esteem and self-efficacy. Not only did their mental health improve, but students also demonstrated improvements in their interpersonal connections, optimistic world view, positive emotions, and intrinsic motivations. Ultimately, by implementing positive psychology into daily exercises and the classroom environment, students will be able to be better equipped to overcome hardships and alleviate their everyday stresses.

Billings (2006) demonstrates the importance of journaling a strategy to develop critical thinking and cognitive awareness. The act of journaling in the classroom can allow for learners to increase their awareness of their beliefs, values, and practices. Moreover, it can be made into an in-class learning activity, where students can feel stimulated to learn new concepts and practice applications. With this, students can acquire meaningful content, clarify learning, and reflect on their learning goals and outcomes. This article also discusses the benefits of journaling as a resource for students, such as to identify their learning goals, to determine learning gaps, as a means to release stress and anxiety, and to reflect on a final summary of their learning experience. As educators, it is vital to remain cognisant when assigning a journal entry by asking key questions: (1) Who will have access to the journal? (2) Will their classmates or others view the journal? (3) Will it serve as a private conversation between the educator and learner? Will the journal be submitted anonymously? (5) Will it be solely for the student as a method of self-reflection? By asking these questions before assigning the journal entry, educators are able manage their expectations towards submissions and provide feedback that will benefit the student in an unbiased and comforting way. It is also important for educators to discuss these guidelines with students, so they feel they have an open space to reflect on themselves and experiences in a safe and trustworthy environment. Ultimately, journal writing in the classroom can allow the learner and educator to engage in a discourse that encourages reflection and cognitive growth.

This article discusses the theory of situated cognition, as discussed in Martin Heidegger’s work, Time and Being. Situated cognition describes how the identity of individuals are formulated and transformed based on interactions within their social community. The research distinguishes the differences between learning about and learning to be; learning to be emphasize the notion of developing a social identity through the process of reflection. By reflecting on oneself intertwined with the physical world, one is able to form their social identity and what it means to be a human being. The article focuses on identity by referring to it as a transformative process, shaped through local interactions with others. In these interactions, humans come to understand and gain knowledge from the physical world by breaking down information and reflecting on their experiences. Moreover, this research provides a framework by defining how individual transformation forms the premise of educational psychology, as the individual’s identity can be modified through reflection and learning to be. With this, situated cognitive considers the entire system - people, culture, context, and language - and emphasizes the unity of body and mind. Ultimately, the theory allows for humans to engage with their metacognitive thoughts and embody their thinking, emotion, and volition.