Subjective Perceptions of South Korean Meditation Teachers on Meditation Teaching Competencies in the Age of Artificial Intelligence

Abstract

This study investigates how South Korean meditation teachers conceptualize core professional competencies in digitally delivered and AI-mediated contemplative contexts, addressing a gap in prior research that has emphasized effectiveness and technological scalability over teachers’ own understandings of authority and professionalism. Using Q methodology, the study identified shared subjective meaning structures among 21 certified meditation teachers in South Korea. From 133 competency-related statements derived from academic literature and practitioner sources, a 33-item Q sample was developed and analyzed through by-person factor analysis. The analysis revealed four distinct perception types of meditation teaching competencies: 1. Embodied Practice-Grounded, prioritizing the depth of personal meditative practice; 2. Relational Presence-Grounded, emphasizing intersubjective attunement between teacher and practitioner; 3. Pedagogical Judgment-Grounded, focusing on the strategic integration of theory and coaching practice; and 4. Ethical Self-Reflection-Grounded, centering on ongoing moral reflexivity and inner examination. The findings indicate that, in the face of AI-driven automation, meditation teaching competence is perceived not as a set of technical skills or digital literacy, but as a “way of being” rooted in the triadic integration of ethical self-awareness, relational presence, and embodied practice. Furthermore, the study suggests that in AI-mediated contemplative environments, professional competence in AI-mediated contemplative environments is defined less by technological adoption than by ethical discernment and responsibility for non-delegable aspects of guidance, advancing a practitioner-centered account of spiritual authority in the era of artificial intelligence.