Interbeing, Mindfulness, and Compassion: A Textual and Thematic Study of Student Well-being in Thích Nhất Hạnh’s Engaged Buddhism

Abstract

This paper examines the concepts of interbeing, mindfulness, and compassion in the teachings of Thích Nhất Hạnh, with particular emphasis on their relevance to student well-being in contemporary educational contexts. Drawing upon the framework of Engaged Buddhism, the study adopts a qualitative textual and thematic approach to analyse selected writings and teachings of Thích Nhất Hạnh. The concept of interbeing, which emphasizes the interconnected nature of existence, is explored as the philosophical foundation underlying both mindfulness and compassion. The study discusses how mindfulness, understood as awareness of the present moment, can assist students in developing emotional balance, clarity of thought, self-awareness, and resilience in the face of academic and social pressures. At the same time, compassion, grounded in the insight of interbeing, encourages empathy, ethical sensitivity, and meaningful human relationships. Through thematic analysis, the paper demonstrates how these interconnected concepts address issues such as stress, anxiety, emotional isolation, and disconnection frequently experienced within contemporary educational environments. The paper further argues that the integration of mindfulness and compassion within education offers a more holistic understanding of student well-being. Rather than focusing solely on individual coping mechanisms, this perspective highlights the importance of relational awareness, ethical responsibility, and interconnectedness. In this way, the teachings of Thích Nhất Hạnh provide a significant philosophical and practical framework for rethinking student well-being in a more comprehensive, humane, and socially grounded manner.