University Students’ Perceptions of Curriculum-Based Meditation for Mental Health Promotion: A Q Methodology Study

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.

Study at a glance

Abstract

Background: Mental health issues among university students are rising, leading to increased interest in curriculum-based meditation courses as an educational strategy in higher education. This study aims to identify university students’ subjective perception types regarding a formal curriculum-based meditation course and to describe the characteristics of each type. Methods: This study used Q methodology to explore university students’ subjective perceptions of meditation courses in the formal curriculum for mental health promotion. We recruited 46 students from Dongguk University in Seoul who completed a meditation course and asked them to participate in a Q-sorting process using 32 statements. We analyzed the data using principal component analysis with Varimax rotation in Ken-Q software. Results: Four distinct perception types were identified: (1) Credit-Oriented Minimal Involvement, (2) Transformation Through Self-Understanding and Self-Acceptance, (3) Preference for an Experiential Learning Environment, and (4) Integrated Academic and Mental Well-Being. The four-factor solution explained 52% of the total variance. Conclusions: These findings suggest that students interpret and experience the same meditation course differently based on their expectations, values, and learning orientations. This study extends beyond the dominant effectiveness-focused approach in previous research by exploring the meanings and functions that students assign to meditation courses based on their subjective perceptions. The findings provide exploratory insights into students’ perceptions of curriculum-based meditation courses in higher education and suggest the importance of developing learner-centered instructional approaches that reflect diverse student needs, motivations, and engagement modes.