Free mindfulness workshops for university students: 277 50

Analysis of their accessibility and potential in reducing academic burnout

Abstract

The purpose of this study is to analyze the availability and characteristics of free time management and mindfulness workshops offered to college students, and to assess their effectiveness in reducing academic burnout. Academic burnout is a growing problem among college students as a result of high academic demands, pressure to perform, and coping with daily stressors (Vizoso and Arias, 2016). Practicing mindfulness and effective time management has been recognized as an effective way to improve mental health and well-being, contributing to the reduction of academic burnout (Caballero, 2006). However, there are concerns about the actual accessibility that college students have to free workshops incorporating these methods, particularly in formats suited to their needs and dynamics. Furthermore, little is known about the content, format, duration, and perceived impact of these workshops on the student population. The lack of information hinders the design of educational policies and support programs that can effectively help students alleviate academic burnout. Therefore, it is essential to examine which free mindfulness-based time management workshops are available to students, what characteristics they possess, and what their potential is for contributing to improved academic well-being. The methodology used was a mixed-methods exploratory-descriptive study, which involved a literature review of free workshops and surveys of college students to analyze the accessibility, characteristics, and perceived usefulness of time management and mindfulness workshops in reducing academic burnout. The paper presents the results obtained from the data analysis, proposals or suggestions regarding the topic under study, and a final discussion to identify how to proceed with this research.