Research

This qualitative study examined the impact of embedding mindfulness into a for-credit undergraduate course on student well-being, skill development, and overall learning experience. The course combined experiential practices with academic instruction by embedding the Koru Mindfulness modules into the didactic learning curriculum.

Data were collected from 29 undergraduates across three semesters through focus groups, individual interviews, and reflection essays. Six core themes emerged from the analysis: learning to practice, self-awareness, self-acceptance, self-regulation, applying the practices, and enhanced quality of life.

Findings suggest that integrating mindfulness into the academic curriculum is both feasible and meaningful. Students reported increased self-awareness, emotional regulation, and personal growth—indicating that contemplative education may support holistic development during a pivotal life stage.

An important aspect of improving education is creating an environment that maximizes learning capability and success. There is a large body of research that has shown a positive association between time spent outdoors and mental well-being. This bettering of mental well-being has a notable positive effect on academic performance for children.

Currently, there is very little experimental research on the mechanism of positive affect as the link between exposure to outdoor green spaces and academic performance. Furthermore, this relationship has not been examined in students above the age of 18. This study aimed to address the gap in current research by experimentally exploring the mechanism of positive affect as the link between exposure to outdoor green spaces and academic performance within a population of university students.

Nominated for the Bob Shukraft Award of Excellence.