MEDITATION AS A PERSONAL RESOURCE IN ACADEMIA: A JD-R THEORY–BASED REVIEW OF BURNOUT, WORK ENGAGEMENT, AND FACULTY EFFECTIVENESS
DOI:
https://doi.org/10.29121/granthaalayah.v14.i1.2026.6855Keywords:
Meditation, Job Demands, Resources Theory, Faculty Burnout, Work Engagement, Higher EducationAbstract [English]
This review is based on the Job DemandsResources (JD-R) theory and looks at meditation as a self-resource within an academic context and its application in faculty burnout, work-engaging interest, and general efficiency. The paper is based on the recent empirical and conceptual research published during the period of 2021-2025 and is used to synthesize the evidence regarding the way meditation-based interventions, including mindfulness, focused attention, and contemplative interventions, can assist faculty members to manage their stress, restore psychological resources, and address mounting job pressures in higher education. The review puts forward the current methodological trends, major gaps in the research, and a future research agenda that combines both theory-driven and longitudinal studies. It also addresses practical and policy implications, and how universities can institutionalize meditation-based well-being programs as sustainable human resource and faculty development programs. All in all, the paper adds to the existing body of literature concerning occupational well-being by placing meditation as a strategic individual tool towards healthier, more engaged, and effective academic working environments.
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References
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Copyright (c) 2026 Sreenivas Peddi, Dr. Neha Pandey
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