ASSESSING THE IMPACT OF MINDFULNESS PRACTICES ON THE PSYCHOLOGICAL RESILIENCE OF ACADEMIC AND TEACHING STAFF IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article provides a comprehensive assessment of the impact of mindfulness practices on the formation and maintenance of psychological resilience among scientific and pedagogical workers in higher education institutions (hereinafter referred to as HEIs) in conditions of increasing professional, emotional, and social stress. The relevance of the study is determined by the transformations of the modern academic environment, the intensification of scientific and educational activities, the expansion of the functional roles of teachers, and increased demands on the ability of specialists to maintain psycho-emotional balance and professional well-being. In this sense, the search for scientifically based psychological tools capable of activating the internal resources of the individual and reducing the risks of professional burnout is of particular importance. The purpose of the study is to determine the nature, mechanisms, and direction of the influence of practices of conscious regulation of mental processes on the indicators of psychological stability of scientific and pedagogical workers of higher education institutions. In the course of the work, methods of analysis, systematization, and generalization of relevant scientific sources devoted to the issues of consciousness and psychological stability were used. The results of the study showed that regular use of mindfulness practices is associated with a decrease in emotional tension, an increase in the ability to self-regulate, stabilization of emotional state, and an increase in the adaptive potential of the individual. It was found that the influence of mindfulness practices on psychological resilience is indirect and is realized through the activation of internal psychological resources, in particular cognitive flexibility, emotional stability, and a conscious attitude toward professional challenges. The author proposes a model of the impact of mindfulness practices on psychological resilience and an algorithm for their integration into the professional activities of scientific and pedagogical workers. The results confirm the feasibility of using mindfulness practices as an effective tool for strengthening psychological resilience and supporting professional well-being in the academic environment. The proposed approaches can be used in the development of psychological support programs, the prevention of professional burnout, and the improvement of the quality of professional functioning of scientific and pedagogical workers in higher education institutions.