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Abstract: The question of addressing the diversity of students is one of the most pressing challenges for teachers. Practicing mindfulness can serve as a valuable support mechanism for teachers navigating situations that challenge diversity awareness. In this study, we test the indirect effect of mindfulness in teaching on the relationship between mindfulness and diversity awareness. We operationalise mindfulness in teaching through its interpersonal and intrapersonal dimension and diversity awareness through teachers’ self-efficacy in teaching in diverse settings, their cultural beliefs, and their’ flexibility/openness. We use data from a Slovene sample form the HAND IN HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity Related Career Challenges (HAND:ET) project (N = 207; 94.2% females). The path analyses showed: (i) direct paths between mindfulness and all indicators of diversity awareness; (ii) direct paths between mindfulness and the intrapersonal dimension of mindfulness in teaching (but not the interpersonal dimension); (iii) direct paths from dimensions of mindfulness in teaching to indicators of diversity awareness; and (iv) significant indirect paths leading from mindfulness thorough the intrapersonal dimension of mindfulness in teaching to indicators of diversity awareness. Implications for research and practice in regard to teachers’ professional development are discussed.
Keywords: education, teachers, mindfulness, diversity awareness, Slovenia
Published in DiRROS: 02.09.2025; Views: 456; Downloads: 225
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Abstract: This report provides an overview of evidence-based, digital preventive programs for supporting adolescents’ mental health and mental health literacy. More specifically, for promoting resilience, mindfulness and help-seeking behavior, as well as bringing awareness to internal and external resources. The literature review will serve as a base for module development in the me_HeLi-D project. The report was written based on the systematic review and meta-analysis already conducted by Uni Graz (Wright et al., 2023). Relevant data relating to content and design were extracted and analyzed from studies showing efficacy (N = 18). Other literature was freely used in the introduction and discussion sections. The aim was to learn from prior and effective mental health interventions that used digital tools and to sum up realization strategies for content and design for the me_HeLi-D project.
Keywords: vzgoja in izobraževanje, mladostniki, duševno zdravje, promocija duševnega zdravja, pozornost, čuječnost, odpornost, iskanje pomoči, digitalni programi, adolescents, mental health, promoting mental health, mindfulness, resilience, help-seeking behavior, mental health literacy, digital programs
Published in DiRROS: 27.01.2025; Views: 1112; Downloads: 454
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Abstract: The paper presents the concept of “dual awakening”, which is based on the Buddhist mindfulness appropriated by socially engaged Buddhism as a method to recognize and implement a “wholesome” paradigm on both the social and in-dividual level. In the first half of the paper, I analyze the idea of “dual awakening” in the Southeast Asian context, especially in the case of the Sarvodaya Sramadana movement in Sri Lanka, In the second part of the paper, I review some of the re-search on (mindfulness) meditation in the West to critically evaluate the de-con-textualization of transferring Buddhist ideas and methods (such as cultivating empathy and compassion as a basis for social action) into the Western modernist paradigm.
Keywords: Chinese religion, Buddhism, socially engaged Buddhism, mindfulness, Sarvodaya, meditation, social action
Published in DiRROS: 28.02.2023; Views: 1218; Downloads: 706
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