A randomized study of mindfulness and service-learning with students in Vietnam

Abstract

The study discussed in this article drew upon the service-learning and mindfulness literature to examine the effectiveness of a combined mindfulness and service-learning training in fostering awareness and civic engagement. One hundred and eighty-six university students in central Vietnam were randomized into three training groups: Those receiving mindfulness only, those receiving service-learning only, and those receiving both mindfulness and service-learning. Quantitative and qualitative data were collected at baseline and at three and six months post-training. The findings reveal support for an engaged mindfulness approach to increase both mindfulness and action in improving social and community well-being. Highlighted themes include improved relationships and connections.