从压力到力量：分析基于正念干预对尼泊尔气候变化背景下教师福祉效果的分析

The growing acknowledgement of climate change as a psychological threat to teachers is most notable in climate-vulnerable parts of the Global South. Mindfulness-based interventions (MBIs) have recently been identified as a potentially effective strategy to help promote teachers' well-being, but there is a lack of clarity regarding the role of MBIs in the context of climate-related distress. The goal of this systematic literature review was to distil evidence about the efficacy of MBIs in enhancing teacher well-being and specifically in improving outcomes related to climate change such as eco-a