A Study on the Field Suitability of Middle School Moral Subject Classes Using Mindfulness Practices

Objectives This research endeavors to investigate the nuanced application of mindfulness, particularly concerning its directionality in field implementation. Methods In the course of this study, a mindfulness-infused moral curriculum was administered to 75 middle school students situated in Gyeonggi-do. Subsequently, students' opinions were collected, and meaningful alterations were assessed via pre- and post-testing utilizing scales gauging emotional control and compassionate love. Results While no noteworthy fluctuations were observed in emotional control scores pre- and post-course, a substantial increase was noted in both the overall compassion score and the score taking other's perspectives. Open-ended responses predominantly reflected affirmative sentiments, outweighing negative sentiments. As a positive answer, there were many opinions that it was possible to have a peaceful mind, and as a negative answer, meditation was boring and difficult. Conclusions The outcomes of this investigation advocate for the allocation of adequate temporal resources, the establishment of connections beyond the classroom, and the integration of a humanities-oriented approach as imperative prerequisites for the efficacious incorporation of mindfulness into educational contexts.