Осознанное обучение: принципы и возможности применения в высшем образовании

Психологическая наука и образование. 2024. Т. 29. № 4. С. 16–30.

Bordunos A., Miletich M., Volkova N.

The article provides an overview of the principles of mindful learning in the context
of higher education. Mindful learning is an approach in which students and teachers
tune their attention to increasing value and awareness of what is happening in the
surrounding context, to their experience and reflection about.
The relevance of the research is related to the interest in the effects associated with
mindful learning: positive impact on psychological well-being, development of
socio-emotional skills, as well as increasing intrinsic motivation, improving
attentiveness and concentration of students. The article reviews research indicating
the effectiveness of this approach for both learning outcomes and the psychological
well-being of students and teachers in the educational process.
The theoretical contribution of this research lies in highlighting the research agenda
in the field of mindful learning: defining concepts of mindful learning and mindful
teaching, identifying the main principles of mindful learning. These results provide a
basis for further research of mindful learning in higher education.
The practical contribution of the research lies in presenting a methodological basis
for introducing mindful learning into university disciplines. The research may be of
interest not only to teachers and methodologists but also to students and their parents
due to the increased interest in the effects of mindful learning.

Keywords: mindfulness, осознанность, mindful learning, mindfulness in higher education, langerian mindfulness, socio-cognitive approach, осознанное обучение, лангерианская осознанность, социально-когнитивный подход