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Open Access CC BY V4.0
Journal article
Towards understanding mindfulness in vocational education: a phenomenological inquiry
International Journal of Training Research
2026
Abstract
This study explores the lived experiences of Technical and Further Education (TAFE) teachers and students who participated in a 6-week mindfulness program across six vocational learning areas in a large metropolitan college. While mindfulness is increasingly present in education, its application in vocational education and training (VET) remains under-researched. Using a phenomenological case study approach to better understand both teachers and students experiences, five key themes were identified: a) wellbeing, b) teaching practice, c) emotional vulnerability, d) timing, and e) contextual fit. Teachers reported enhanced self-awareness, improved classroom dynamics, and a desire to improve pedagogy. Students linked mindfulness to better focus and reduced stress, although some participants experienced discomfort or disengagement underscoring the need for emotionally sensitive delivery.
Details
- Title
- Towards understanding mindfulness in vocational education: a phenomenological inquiry
- Authors/Creators
- Stephen MulhollandPeter Wright PhD - Murdoch University, School of EducationRebecca Saunders - Murdoch University, School of Humanities, Arts and Social Sciences
- Publication Details
- International Journal of Training Research
- Publisher
- Routledge as part of the Taylor and Francis Group
- Number of pages
- 17
- Identifiers
- 991005876845807891
- Copyright
- © 2026 The Author(s).
- Murdoch Affiliation
- School of Humanities, Arts and Social Sciences; School of Education
- Resource Type
- Journal article
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