Mindful Minds & Entrepreneurial Spirits in Higher Education: A Scoping Review

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In recent years, mindfulness has emerged as a significant factor in higher education institutions (HEIs), promising to foster personal development, enhanced learning, and entrepreneurial thinking. A scoping review titled Mindful Minds and Entrepreneurial Spirits in Higher Education: A Scoping Review published in Frontiers in Education offers a deep dive into how mindfulness is shaping the landscape of entrepreneurship education in HEIs. This blog aims to distill the article’s findings into an accessible format, discussing the implications for school psychologists and related professionals concerned about school mental health.

Understanding the Study

The study meticulously followed a systematic approach, employing a predetermined set of keywords and a descriptive search algorithm across six electronic databases. The selection adhered to the PRISMA statement, including eleven studies that employed various research methods, focusing primarily on quantitative approaches. This comprehensive review aimed to understand mindfulness’s direct and indirect impacts on teaching, learning, and students’ entrepreneurial intentions.

Key Findings and Implications

  1. Impact on Teaching and Learning: The results indicated no direct impact of mindfulness on lecturers’ commitment to teaching entrepreneurship. However, mindfulness indirectly influenced teaching outcomes through variables like readiness for change. In terms of educational processes, mindfulness improved the entrepreneurship learning environment and enhanced students’ entrepreneurial orientation, including their intentions towards socially responsible ventures.
  2. Enhancing the Learning Environment: The scoping review highlights how mindfulness contributes to a better learning environment, fostering students’ entrepreneurial orientation. This includes improved readiness for change, better engagement with the learning material, and a heightened sense of social and environmental responsibility among students.
  3. The Need for Further Research: Despite the advancements, the study also points out the need for a more in-depth understanding of the mechanisms at play. This highlights an opportunity for future research to explore how mindfulness can be more effectively integrated into entrepreneurship education.

For School Psychologists and Related Professionals

School psychologists and professionals in the field of educational mental health can glean several insights from this review:

  • Promoting Mindfulness: Encouraging mindfulness practices can indirectly enhance teaching effectiveness and student learning outcomes in entrepreneurship education.
  • Understanding Indirect Impacts: Recognizing that while the direct impact of mindfulness might be limited, its indirect effects through personal development and readiness for change are significant.
  • Advocating for More Research: There is a need for more empirical evidence and practical applications of mindfulness in educational settings, particularly related to entrepreneurship.


This study offers valuable insights into the integration of mindfulness in HEIs, particularly in the context of entrepreneurship education. While direct impacts on teaching commitment are limited, the indirect benefits on the learning environment and entrepreneurial orientation are significant.

For school psychologists and professionals concerned with educational mental health, this review underscores the potential of mindfulness as a valuable component in fostering a supportive and innovative educational environment. As the field grows, further research is needed to explore and harness the full potential of mindfulness in education.

Future Directions

The scoping review calls for more empirical research to understand better the mechanisms through which mindfulness influences entrepreneurship education. This includes exploring long-term impacts, cultural variations, and innovative teaching methods that incorporate mindfulness practices.

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