Abstract:
This study examines the integration of mindfulness practices, grounded in Buddhist teachings, into the curriculum of Advanced Level Business Studies students in Sri Lanka and explores the implications for Human Resource Management (HRM). Given the increasing focus on mindfulness to enhance student well-being, concentration, and emotional regulation, this research aims to address a gap in the literature regarding its impact within the Sri Lankan educational context. The primary objective is to assess the mindfulness levels of students and evaluate the influence of mindfulness practices on their academic behaviours and performance. A structured questionnaire comprising 14 Likert-scale items (1 = Never true to 5 = Always true) was used to measure mindfulness-related behaviours among 380 students. Descriptive statistics and reliability tests were employed to analyse the data, ensuring the questionnaire's validity. Ethical considerations, such as informed consent and anonymity, were strictly adhered to. The results indicate that students demonstrate moderate to high levels of mindfulness, particularly in emotional regulation (mean score: 4.0), though challenges were noted in maintaining present-moment focus (mean score: 3.2). These findings were compared with existing research to highlight similarities and unique cultural factors. The study reveals that regular mindfulness practice is linked to reduced stress and improved academic performance, confirming prior research on the cognitive and emotional benefits of mindfulness. In the HRM context, these skills are essential for enhancing future job performance and employee satisfaction. The study concludes with specific recommendations for educators to focus on enhancing present-moment awareness and reducing automatic behaviours. Additionally, the limitations of the research, including sample size and regional focus, are discussed, and future research directions are proposed.
