Mindfulness as a Pathway to Flourishing in Higher Education

<p>This study addressed the gap in understanding how mindfulness interventions promote flourishing, rather than merely alleviating distress, in university students. A systematic review and meta-analysis followed PRISMA guidelines to synthesize findings on the relationship between mindfulness and flourishing. Seven eligible studies involving 2,921 students were identified. The random-effects meta-analysis revealed a small but significant positive correlation between mindfulness and flourishing (<em>r</em> = 0.27, 95% CI [0.19, 0.35], <em>p</em> < 0.005). However, substantial heterogeneity was observed across studies (<em>I</em><sup>2</sup> = 75.59%, <em>p</em> = 0.005), attributable to differences in sample representation, instruments, and methodologies. A critical appraisal found that while some studies demonstrated strong validity, others had limitations in population bias, data collection, and confounding control. The findings highlight the potential of mindfulness in supporting student flourishing but underscore the need for greater methodological rigor and uniformity in future research to strengthen the evidence base. This review expands understanding of positive mental health promotion in university settings. Key recommendations include using standardized measures, transparent sampling, and broadening literature inclusion in further meta-analyses.</p>