Abstract Objectives This study compared two formats of a curriculum-embedded mindfulness course among university students to examine if outcomes differed when meditations and inquiry were guided live by a teacher or delivered via audio recordings and self-guided inquiry. Method A non-randomised controlled trial was conducted across two cohorts (2022 and 2023; N = 161). The 7-week mindfulness course consisted of weekly lectures and recommended at-home practice, and was identical across formats except for in-class meditation delivery (Format A, live teacher guidance with group inquiry; Format B, audio recordings with written self-inquiry). Participants completed baseline and post-intervention measures including emotion regulation (primary), and trait mindfulness, mental health, well-being, perceived stress, adverse effects, and practice frequency (secondary). Results No significant differences were observed between formats in emotion regulation; both experimental groups showed greater improvements than controls ( d Format A = 0.72; d Format B = 0.68). Both formats were also linked with increases in trait mindfulness ( d Format A = −0.70; d Format B = −0.76), but neither with changes in perceived stress or well-being. Format A participants reported more reductions in mental health problems compared to controls. Across both formats, most students reported at least one adverse effect, typically mild and transient (e.g. symptoms of anxiety or heightened emotional sensitivity), with no serious or lasting impairment. Practice frequency was not related to changes in emotion regulation. Conclusions Audio-recorded meditations with self-guided inquiry showed comparable outcomes to in-person guidance in terms of emotion regulation and trait mindfulness among university students, but in-person guidance may be linked to greater improvements in mental health. Further research and institutional implementation of curriculum-embedded mindfulness courses are warranted.
Burić et al. (Sat,) studied this question.