Abstract
ABSTRACT This interpretive case study is a reflection on the introduction of a mindfulness intervention to facilitate education for sustainable development in an accounting programme. We adopt contemplative pedagogy, mindfulness, and education for sustainable development in our theoretical framework with the aim of fostering mindset transformation. The study used interviews, observation and documentary analysis as data collection methods. Triangulation was used to analyse the data and sharpen the findings. The adoption of mindfulness practices in accounting education indicates a mindset transformation of the students. There have been changes in their core self-perception, values and beliefs, views on business, society and the environment. The findings contribute to the development of contemplative pedagogy in accounting education.
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