Developing A Theoretical Framework for Compassionate Pedagogy: An Exploratory Study of Human Connection in Higher Education
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E3/2026-12Keywords:
Compassionate pedagogy, higher education, mental health, student engagement, humanizing pedagogyAbstract
In the current context of higher education, learning environments are facing an increasingly evident crisis regarding student mental health. Pressures from individualistic competitiveness, performance demands, and high-paced learning have contributed to heightened feelings of loneliness, anxiety, and stress among the student community.
A notable issue is that student support systems (such as psychological counseling and academic support) often operate separately from classroom pedagogic practice. Simultaneously, the trend toward the commodification of education has given rise to a compassion gap, where human elements and empathy have not been fully integrated into the teaching and learning process. Although the concept of compassion is gaining increasing attention in educational research, the field still lacks a consistent definition and a theoretical framework capable of practical application.
In light of this reality, this article aims to conceptualize Compassionate Pedagogy and develop a multi-level theoretical framework to guide practice within the higher education context.
The primary contribution of this study is the proposal of a framework comprising four core components of compassionate pedagogy, alongside the development of an implementation model that spans from the institutional level to the individual level. This theoretical framework not only facilitates the integration of compassion into teaching practices but also affirms its role in improving student mental health and enhancing student engagement.
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Copyright (c) 2026 Nguyen Minh Giam, Le Thi Hong Xuan (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
