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Teachers' Reflection on Meditation Practice in Basic-Level Classroom Instruction

Nara Hari Acharya, Tika Ram Pokhrel

Education and Development January 31, 2026 DOI: 10.3126/ed.v35i1.90360 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Qualitative study Peer reviewed
Sample size 88
Population Basic-level teachers participating in a teacher professional development training program in Nepal
Intervention Meditation
Topics Meditation
Keywords Feeling Perception Experiential learning Reflection computer programming Professional development Pedagogy Mathematics education Focus group Teaching method
Key findings Meditation strategies during training were perceived by teachers to enhance focus, concentration, playful learning, critical and creative thinking, and memory and understanding. Teachers expressed commitment to using these strategies in their classrooms.

Abstract

This study explored the teachers’ reflections on the meditation strategies used during the training sessions for teaching and learning mathematics. The meditation practice was conducted among 88 basic-level teachers who participated in the physical or the online mode of training in the teachers' professional development (TPD) training program organized by government of Nepal. All the participants were asked to write their reflections by incorporating the learning and perceptions of meditation stories presented during teaching and learning mathematics. Four of the participants from each cohort, out of all participants, were asked to express their feelings on the meditation strategy on the basis of the process, content, and method of delivery of the content and recorded them. The data were then transcribed and linked with the written form of reflection. The themes were developed. The analysis of data suggests that the meditation strategy ensures focus and concentration with playful learning. It helps developing critical and creative thinking, with memory and understanding of any content through service learning and integrated learning. Participants teachers have shown commitment in applying meditation strategies their classroom instruction.

Comparable studies

Other qualitative studies on meditation, most cited first.

Study Year Design Participants
The varieties of contemplative experience: A mixed-methods study of meditation-related challenges in Western Buddhists Western Buddhist meditation practitioners and experts in Theravāda, Zen, and Tibetan... 2017 Qualitative study with mixed-methods
The Effects of Mindfulness-based Stress Reduction on Nurse Stress and Burnout Nurses in a hospital system 2004 Implementation study with mixed methods
An exploratory mixed methods study of the acceptability and effectiveness of mindfulness -based cognitive therapy for patients with active depression and anxiety in primary care Primary care patients with recurrent depression or recurrent depression and anxiety 2006 Exploratory mixed methods study n = 13
A qualitative study of mindfulness‐based cognitive therapy for depression Participants in mindfulness-based cognitive therapy in a mental-health context 2001 Qualitative study n = 7
Effortless awareness: using real time neurofeedback to investigate correlates of posterior cingulate cortex activity in meditators' self-report Meditators 2013 Qualitative study using grounded theory methodology

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