Steeping Innovative Mindfulness: Designing Avalokitea™, a Multi-Sensory Mindfulness Intervention for IBSC Students

Abstract

This study aimed to: (1) investigate the mindfulness-related challenges, stress conditions, and contemplative needs of students at the International Buddhist Studies College (IBSC), Mahachulalongkornrajavidyalaya University; (2) develop Avalokitea^™ as a multi-sensory mindfulness intervention integrating Buddhist contemplative principles and mindful tea practice; and (3) evaluate the preliminary implementation outcomes of the program among IBSC students. The study employed an exploratory pilot mixed-methods design. The qualitative phase consisted of a documentary review, expert consultation, and observational analysis of mindfulness, contemplative education, sensory awareness, Buddhist contemplative practice, and tea-based learning. Seven experts, including mindfulness practitioners, tea practitioners, and Buddhist scholars, contributed to the design and refinement of the intervention. The quantitative phase involved a two-hour pilot implementation at the IBSC Meditation Hall with sixteen student participants. Data were collected using the Avalokitea^™ Mindfulness Questionnaire for IBSC Students, pre-test and post-test responses, participant reflections, and observational notes. Quantitative data were analyzed using descriptive statistics, while qualitative reflections were analyzed through thematic content analysis.

           The findings revealed that IBSC students experienced stress, mental distraction, emotional fatigue, and difficulty maintaining consistent mindfulness practice in academic life. In response, Avalokitea^™ was developed as a seven-step contemplative process consisting of Stillness, See the Lotus, Sound the Mantra, Set the Tea in Motion, Scent the Tea, Sip the Tea, and Share and Reflect. Descriptive findings indicated higher post-test scores across all mindfulness-related dimensions, suggesting possible positive changes in mindfulness awareness, emotional regulation, sensory attentiveness, contemplative engagement, and present-moment concentration. Qualitative reflections further indicated increased calmness, gratitude, emotional awareness, and interpersonal connection. This study contributes to contemplative education by proposing Avalokitea^™ as a culturally adaptive, tea-based, multi-sensory mindfulness model for multicultural educational environments. Further research with larger samples, longer intervention periods, and validated instruments is recommended.