Rethinking Learning in Mindfulness Retreats

Abstract

Background Mindfulness retreats are widely used to support experiential learning through embodied practice and reflective engagement. Increasingly, retreats are offered online, yet little is known about how different retreat contexts shape learning experiences. Purpose This qualitative study explores how online and in-person retreat formats influence experiential learning processes of retreatants and teachers. Method Semi-structured interviews were conducted with 22 participants: 11 retreatants and 11 teachers. Inductive thematic analysis was used to examine the experiential, contextual and pedagogical dimensions of their accounts. Findings Both groups described online retreats as effective, valuing their accessibility and ease of participation with minimal technological difficulties. Participants identified differences in learning affordances across settings: in-person retreats supported deeper immersion and embodied practice, whereas online retreats encouraged the integration of mindfulness into everyday life through context-embedded application. Online formats were also perceived as needing clearer guidance, stronger safeguarding and more intentional attention to group processes. Implications Online retreats constitute distinct but meaningful learning environments rather than direct equivalents of in-person formats. Recognising these differences can inform retreat design, training and ethical delivery across modalities.