Towards understanding mindfulness in vocational education: a phenomenological inquiry

This study explores the lived experiences of Technical and Further Education (TAFE) teachers and students who participated in a 6-week mindfulness program across six vocational learning areas in a large metropolitan college. While mindfulness is increasingly present in education, its application in vocational education and training (VET) remains under-researched. Using a phenomenological case study approach to better understand both teachers and students experiences, five key themes were identified: a) wellbeing, b) teaching practice, c) emotional vulnerability, d) timing, and e) contextual fit. Teachers reported enhanced self-awareness, improved classroom dynamics, and a desire to improve pedagogy. Students linked mindfulness to better focus and reduced stress, although some participants experienced discomfort or disengagement underscoring the need for emotionally sensitive delivery.