Subjective Perceptions of South Korean Meditation Teachers on Meditation Teaching Competencies in the Age of Artificial Intelligence
Religions February 25, 2026 Myoung Jin Hong, Song Yi Lee 1 citation
South Korean meditation teachers perceive professional competence in AI-mediated teaching not as technical or digital skills but as a "way of being" rooted in ethical self-awareness, relational presence, and embodied practice. Using Q methodology with 21 certified teachers, four distinct perception types emerged: Embodied Practice-Grounded (prioritizing personal meditation depth), Relational Presence-Grounded (emphasizing intersubjective attunement), Pedagogical Judgment-Grounded (focusing on theory-coaching integration), and Ethical Self-Reflection-Grounded (centering on moral reflexivity). The findings suggest that in AI-driven contexts, competence is defined by ethical discernment and responsibility for non-delegable aspects of guidance, advancing a practitioner-centered account of spiritual authority.