This qualitative investigation explores Vietnamese university students’ experiences of culturally adapted mindfulness practices within sustainable campus well-being frameworks, examining how traditional Vietnamese values intersect with environmental management systems to inform culturally responsive support initiatives aligned with Sustainable Development Goal (SDG) 3 and SDG 4.
A qualitative study employing hybrid inductive–deductive thematic analysis was conducted with 25 Vietnamese university students (aged 18–24) across three major cities. Semi-structured interviews explored participants’ experiences of mindfulness practices, cultural influences on well-being conceptualisation and interactions with campus environmental contexts. Data analysis followed Braun and Clarke’s six-phase framework, enhanced by systematic reflexivity processes, cultural consultation and member checking procedures.
Four interconnected themes emerged demonstrating how Vietnamese cultural values can strengthen university sustainability initiatives: Academic Achievement as Sustainable Educational Success (endorsed by 76% of participants), Face Culture and Sustainable Mental Health Systems (84% endorsement), Adapted Mindfulness as Sustainable Campus Coping Strategy (72% endorsement) and Collective Support Systems as Sustainable University Operations (92% endorsement). Divergent perspectives revealed important nuances in cultural adaptation requirements.
This research contributes a novel culturally grounded framework for sustainable campus wellbeing, empirically demonstrating how traditional Vietnamese values can enhance rather than constrain university environmental management systems. The findings address critical gaps in culturally responsive sustainability programming, providing evidence that effective interventions require cultural integration rather than accommodation.
