Abstract
The value of compassion in promoting student wellbeing is being increasingly recognised by higher education institutions. Integrating compassion within pedagogic practice to develop a compassionate learning environment is important for wider student benefit. This qualitative study explores healthcare student perspectives and experiences regarding compassionate pedagogy. Four activity-oriented focus groups were conducted with undergraduate students. Thematic analysis identified five themes: connection, recognising the student as a whole person, cultivating compassion together, physical environment, and processes and systems. Findings suggest that students view compassion as extending far beyond classroom activities. They see it as a reciprocal process involving all individuals within an institution, requiring a change in institutional culture that prioritises students and staff as whole people. The insights provided by the students in this study are important in shaping a more compassionate higher education environment that minimises distress and maximises flourishing. Recommendations to enhance compassionate pedagogy are provided.
Keywords
Compassion, wellbeing, pedagogy, university, higher education.