Spirituality Studies 11-2 Fall 2025 33 Petra Kacafírková 5.2 Limitations and Directions for Future Research Several limitations of this pilot study should be acknowledged. First, these qualitative findings are based on a single focus group with a small cohort of 15 students, which limits the transferability of results. The use of a single coder, and the author who served as both facilitator and analyst, also creates opportunities for bias, despite attempts at reflexivity and transparency. The intervention itself was brief, consisting of just four sessions, and it remains unclear whether the initial benefits and insights reported by participants would be sustained over time. Furthermore, the present study focused on students’ immediate experiences; future research should assess quantitative outcomes to better understand mechanisms of change. Finally, this study involved a pilot group within a single university programme in the Czech Republic, delivered in a compulsory seminar during the students’ first semester. The compulsory format, together with the group’s unfamiliarity with one another, may have shaped engagement and heightened self-consciousness. Future research should therefore investigate the integration of mindfulness and self-compassion at a broader curriculum level, across different educational programmes, and with more diverse student cohorts. 6 Conclusion This study explored experiences of future educators with mindfulness and self-compassion practices, focusing on perceived impacts, barriers, and pedagogical implications. Taking a qualitative approach allowed us to capture how students themselves experience and interpret these practices. Several practical lessons emerged that can inform the design of future interventions and their integration into the curriculum. Factors often overlooked but easily modifiable, such as physical comfort, opportunities for movement, and accessibility, strongly influenced participants’ sense of safety and engagement. In addition, while some techniques resonated strongly with certain participants, others found them irrelevant or uncomfortable. This highlights the value of offering a range of options, enabling each student to discover techniques that feel meaningful. Encouragingly, participants recognised mindfulness and self-compassion as promising tools not only for their personal well-being but also for their future pedagogical practice. They saw them as techniques worth adding to their professional repertoire, provided they are introduced in ways that are age-appropriate, flexible, and sensitive to classroom dynamics. At the same time, the findings caution against assuming that mere introduction is enough. Sustainable benefit depends on practice and repeated engagement, and facilitators must be prepared to address the deeper challenges that such practices may evoke. Perhaps the most striking of these is emotional resistance. Students often sought to avoid difficult emotions, fearing their intensity or disruptive effects. Yet confronting and learning to stay present with uncomfortable feelings is central to the underlying aim of mindfulness and self-compassion. These techniques are not relaxation exercises, but rather pathways to emotion regulation that require courage, persistence, and support. In this sense, the experiences of future educators in this pilot study remind us that the transformative potential of mindfulness and self-compassion lies precisely in learning to be with oneself.
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