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Bridging mindfulness and TEFL: unveiling implicit contemplative pedagogy in Slovak secondary education

Z. Kráľová, Katarina Krajancova

Reflective Practice January 4, 2026 DOI: 10.1080/14623943.2025.2608291 (opens in new tab)

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Study at a glance

AI-extracted from the abstract
Characteristics Mixed-method study Peer reviewed
Sample size 58
Population Slovak secondary education students and teachers in TEFL instruction
Topics Meditation
Keywords Education
Key points Educators in Slovak secondary TEFL unknowingly incorporate contemplative activities like dialogue, journaling, storytelling, and mindfulness, but these are not formally recognized in curricula. Students reported strong interest in structured contemplative techniques such as freewriting and music-based reflection, indicating a misalignment with current instruction. Teacher interviews showed varying awareness, suggesting a need for professional development to formalize contemplative pedagogy.

Abstract

ABSTRACT Contemplative pedagogy has gained increasing attention in Teaching English as a Foreign Language (TEFL) instruction, particularly in fostering cognitive engagement, emotional regulation, and student-centered learning. This study examines the implicit integration of contemplative activities in Slovak secondary education through a mixed-method approach, incorporating content analysis, 58 student questionnaires, and two teacher interviews. Findings indicate that while educators unknowingly incorporate dialogue, journaling, storytelling, and mindfulness exercises, these practices are not explicitly recognized within formal TEFL curricula. Students reported a strong interest in structured contemplative techniques, such as freewriting and music-based reflection, highlighting a misalignment between current instructional methods and learner preferences. Teacher interviews revealed varying levels of awareness regarding contemplative pedagogy, suggesting a need for professional development programs to formalize its implementation. Despite the promising role of contemplative pedagogy in reducing language anxiety, enhancing engagement, and promoting holistic learning, Slovak TEFL lacks systematic research and institutional support for its structured adoption. This study contributes to pedagogical discourse by identifying key research gaps and emphasizing the need for intentional curriculum design that integrates contemplative strategies to enhance language learning and student well-being.

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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