Enaction, relevance realisation and wisdom: establishing a theoretical framework for contemplative education
Frontiers in Education October 10, 2025 Sāgaradevī Barratt
Contemplative education in higher education has expanded beyond mindfulness interventions aimed at student wellbeing and academic outcomes. Educators with autonomy in teaching design have diversified contemplative practices, but a theoretical framework is needed to build a robust evidence base. While links to social and emotional learning and transformative learning theory exist, they do not capture the depth of learning possible. This paper uses the lens of enaction, drawing on relevance realisation and wisdom, to present a conceptual model explaining how contemplative practices may take effect. The model aims to support future research and pedagogical integration by showing how contemplation can foster wisdom, offering fresh theoretical insights for higher education.