Background:
Mindfulness practices have been increasingly associated with emotional regulation and self-awareness in higher education contexts. However, limited research has examined their relationship with emotional intelligence among university students using a Neuroleadership perspective. This study explored whether participation in an eight-week mindfulness program was associated with changes in emotional intelligence among undergraduate students.
Methods:
A pre–post mixed-methods design was employed with a sample of 30 undergraduate business students enrolled at Bangkok School of Management, including students affiliated with Northumbria University and EBS Paris. Participants completed an eight-week mindfulness program developed by the UCLA Mindful Awareness Research Center. Quantitative data were collected using validated self-report measures administered before and after the intervention. Data were analyzed using paired t-tests to examine pre–post differences. Qualitative reflections were analyzed using thematic analysis to identify recurring patterns related to emotional awareness and regulation.
Results:
Quantitative findings indicated statistically significant improvements in selected dimensions of emotional intelligence following the intervention. Qualitative themes suggested increased self-awareness, improved emotional regulation, and greater reflective capacity among participants. While improvements were observed across both online and offline learners, findings indicate associations rather than causal effects due to the study design and sample size.
Conclusion:
The findings revealed that mindfulness practices are associated with the development of emotional intelligence among university students. Interpreted through a Neuroleadership perspective, the findings highlight the potential relevance of mindfulness-based approaches in supporting students’ emotional awareness and adaptive functioning in academic settings.
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