Empowering Future-Ready Educators Through Mindfulness and Metacognitive-Based Intervention: A Mixed-Methods Study in ELT Context

Şule Çelik Korkmaz

doi:10.1177/10567879261448912

Empowering Future-Ready Educators Through Mindfulness and Metacognitive-Based Intervention: A Mixed-Methods Study in ELT Context

Şule Çelik Korkmaz

International Journal of Educational Reform May 13, 2026 DOI: 10.1177/10567879261448912 (opens in new tab)

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Study at a glance

AI-extracted from the abstract

Characteristics	One-group pretest–posttest mixed-methods study Peer reviewed
Population	Future English language teaching (ELT) educators
Intervention	Mindfulness- and metacognitive-based intervention
Topics	Meditation
Citations	1
Key points	The mindfulness- and metacognitive-based intervention was associated with significant improvements in mindfulness and life satisfaction, along with specific metacognitive strategies such as making up questions and asking themselves questions. The author recommends such training to help future teachers navigate the social and emotional complexities of the classroom.

Abstract

Reform-oriented teacher education programs should address the cognitive and emotional development of future teachers. Accordingly, the study aims to investigate whether the mindfulness- and metacognitive-based intervention enhances future ELT educators’ mindfulness, metacognition, and life satisfaction. Utilizing a one-group pretest–posttest design, the researcher followed mixed methods through questionnaires, semistructured interviews, and participants’ reflective notes. Significant improvements in mindfulness and life satisfaction were revealed, alongside specific metacognitive strategies such as making up questions and asking themselves questions. Hence, mindfulness- and metacognitive-based training is recommended to empower future teachers to navigate the social and emotional complexities of the classroom throughout their teaching careers.

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

Citations in the library

Cited by 1

CULTIVATING MINDFULNESS IN ENGLISH LANGUAGE TEACHING: INSIGHTS AND STRATEGIES FOR TEACHER EDUCATION LLT Journal A Journal on Language and Language Teaching October 30, 2026

Cites 7

and 2 more in the library