Empowering Future-Ready Educators Through Mindfulness and Metacognitive-Based Intervention: A Mixed-Methods Study in ELT Context

Abstract

Reform-oriented teacher education programs should address the cognitive and emotional development of future teachers. Accordingly, the study aims to investigate whether the mindfulness- and metacognitive-based intervention enhances future ELT educators’ mindfulness, metacognition, and life satisfaction. Utilizing a one-group pretest–posttest design, the researcher followed mixed methods through questionnaires, semistructured interviews, and participants’ reflective notes. Significant improvements in mindfulness and life satisfaction were revealed, alongside specific metacognitive strategies such as making up questions and asking themselves questions. Hence, mindfulness- and metacognitive-based training is recommended to empower future teachers to navigate the social and emotional complexities of the classroom throughout their teaching careers.