A Case Study on the Influence of a Mindfulness-based Course for University Students on Empathy

This study is intended to investigate 1) the impact on empathy via self-reflection through a mindfulness-based class, and 2) university students’ perception of the mindfulness-based course and the applicability of said course. To this end, the questionnaire targeted 104 learners after progressing the “understanding of mind” class out of the mindfulness-based liberal arts education requirements at K university. For qualitative research, data were collected through review, a workbook activity sheet, and an observation diary. Among self-reflection factors, “self-exploration” and “understanding of others” appeared to influence the cognitive elements of empathy; “understanding of others” appeared to influence affective factors; and “self-exploration,” “exploration for others,” and “understanding of others.” appeared to influence attitudinal elements. The students recognized that this course was about realizing the present, about exploring “me,“ and promoting gratitude, through fostering “understanding of mind“ as a mindfulness-based curricular subject that learners experienced for the first time when entering university. n conclusion, these findings may be considered as indications of need to expand a mindfulness-based course in order to develop skills such as self-reflection, empathy, etc.