University Students’ Perceptions of Curriculum-Based Meditation for Mental Health Promotion: A Q Methodology Study
International Journal of Mental Health Promotion January 1, 2026 Yeon Ju Lee, Song Yi Lee
University students perceive a formal meditation course in four distinct ways: some seek minimal effort for credit, others undergo personal transformation through self-understanding and acceptance, some prefer hands-on experiential learning, and others value the integration of academic study with mental well-being. These perceptions reflect students' differing expectations, values, and learning orientations. The findings suggest that a single meditation course is experienced differently by students, highlighting the need for learner-centered teaching approaches that accommodate diverse motivations and engagement styles.