<![CDATA[This study aims to describe the experiences of dormitory students at Nalanda Institute in participating in the Nalanda Mindfulness Class (NMC), a mandatory mindfulness program. The study employed a qualitative approach with a descriptive hermeneutic phenomenological design. Participants were selected through purposive sampling and consisted of dormitory students who regularly attended NMC. Data were collected through open-ended questionnaires, observations, and document analysis, and were analyzed phenomenologically through repeated data reading, identification of emerging themes, and interpretation of participants' lived experiences. The findings indicate that students' experiences developed gradually over time. Initially, participants experienced discomfort, difficulty concentrating, physical discomfort, and motivation primarily driven by institutional obligations. As they continued participating, many students adapted to the practice, recognized the benefits of mindfulness, and demonstrated a shift from externally regulated motivation to greater personal awareness. Participants also reported positive outcomes, including increased emotional regulation, self-awareness, concentration, and inner calm. The findings suggest that mandatory participation in NMC does not necessarily hinder meaningful engagement; instead, it can serve as an initial pathway toward developing sustainable mindfulness practices. Within the context of Buddhist religious education, mindfulness is understood not merely as a self-management technique but as a spiritual practice that supports students' personal and inner development.]]>
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