Exploring the Transformative Impact of a Contemplative-Based Life Design Program for Non-Formal Education Students

Abstract

This study implemented and evaluated “Program Enhancing Life Design Abilities for Non-Formal Education (NFE) Students under the Concept of Contemplative Education.” The program integrated contemplative learning principles with the life design framework to promote holistic self-development among learners. It consisted of five sequential learning plans: (1) self-reflection for self-discovery; (2) goal setting and vision building; (3) exploration of options and possibilities; (4) prototyping and experimentation; and (5) learning from experiences and adapting, implemented through thirteen contemplative activities designed to cultivate mindfulness, self-awareness, and purposeful action. Thirty NFE students from two district learning promotion centers in Bangkok voluntarily participated in a two-day workshop, followed by a three-week period of living out their designed life models and a reflective focus group. Data were collected through field notes, life design journals, and semi-structured interviews, and analyzed using content analysis to identify emergent themes. The findings revealed enhanced self-awareness, self-acceptance, and clarity in participants’ life goals. Learners described the program as a safe, reflective space that nurtured authenticity and emotional openness. Despite initial discomfort during self-exploration, participants demonstrated transformative growth, reframing personal challenges into motivation for self-improvement. Positive changes were observed in family aspirations, career planning, and health consciousness. Overall, the program effectively strengthened learners’ capacities for intentional life design and lifelong learning, illustrating the potential of contemplative-based approaches in empowering marginalized learners within Thailand’s non-formal education system.