Mindfulness Intervention Courses in STEM Education: A Qualitative Assessment

Abstract

Mindfulness-based interventions (MBIs) have been applied in many contexts, including educational sectors of K-12 and various graduate schools, such as medical and law schools. Research shows that highly competitive students are likely to benefit from mindfulness practices. However, few STEM-focused colleges have been able to assess its value and apply mindfulness practices. This study presents a case report of an MBI course offered by the Korea Advanced Institute of Science and Technology (KAIST). We devised eight questions in three categories to investigate how each individual experiences the MBI course, how they enjoy the academic course, and the suitability of the MBI curriculum in STEM education. Qualitative assessments of feedback featuring questions and answers were analyzed using grounded theory. The results demonstrate three central phenomena: a) gradual changes and development in students' emotional intelligence, b) development in physical awareness, and c) enhanced sense of joy during the session. These results imply that even during the COVID-19 pandemic, international students- being isolated in their home countries and taking the course online-would likely still benefit from the intrinsic effect of MBIs. It also implies that MBI courses could be recommended as mandatory classes for all KAIST students, where feasible. Nevertheless, further research is needed to fully explore the impact of such programs, both online and in-person, including the use of self-report scales of common measures of mental health to contribute empirical data to the literature.