MINDFULNESS AS A PHENOMENON IN FOREIGN LANGUAGE EDUCATION

Abstract

In response to unprecedented sanctions measures to put pressure on Russian society, a change in the pedagogical vector is taking place in Russian education. Special attention is being paid today to issues related to the strengthening of traditional Russian spiritual and moral values, the formation of a unified educational space, the introduction of information technologies that complement the education system and enhance the status of teachers. The transformation of the global order has led to numerous local and global challenges. Today, particular attention is being paid to strengthening the educational sovereignty of the Russian Federation. Teachers play a key role in this process. In a time when finding stability and a sense of constancy is crucial, educators can positively influence students' psychological well-being and their success in mastering educational programs. However, to have a beneficial impact on learners, teachers must first overcome their own challenges – such as motivational crises in their professional work, negative patterns in self-reflection and self-evaluation, which undermine both teaching effectiveness and their own health and well-being. These issues can be addressed through mindfulness tools and practices. Mindfulness is an umbrella concept encompassing components such as value-sense orientations, attention, self-reflection, self-regulation, empathy, and openness to novelty. This article provides a definition of mindfulness and describes its key components. It also highlights the significance of each component in the context of foreign language education.