Effectiveness of online mindfulness-based interventions based on the structured curriculum framework in improving mental health: A meta-analysis of randomized controlled trials

With the rapid development of digital technology, online Mindfulness-Based Interventions (MBIs) are increasingly being used in the mental health field. There is a lack of systematic quantitative synthesis of the effectiveness of online MBIs with a structured curriculum framework. This meta-analysis aims to evaluate the overall impact of online MBIs based on the structured curriculum framework in improving mental health. This study performed a random effects meta-analysis of 38 RCTs. Analysis shows, significant effect sizes were found for symptoms of anxiety (Ncomp = 25, N = 3890, SMD = −0.44, 95% CI = −0.58, −0.31), stress (Ncomp = 17, N = 3207, SMD = −0.39, 95% CI = −0.60, −0.17), well-being (Ncomp = 14, N = 2822, SMD = 0.32, 95% CI = 0.19, 0.46), and mindfulness (Ncomp = 16, N = 3077, SMD = 0.34, 95% CI = 0.17, 0.50). The biggest impact is depression (Ncomp = 27, N = 4173, SMD = −0.51, 95% CI = −0.65, −0.37). The online MBIs based on the structured curriculum framework showed significant results in alleviating symptoms of depression, anxiety, and stress while enhancing individual well-being and mindfulness skills. Future research should focus on the standardized implementation of the structured curriculum framework and further evaluate the long-term benefits of the intervention and its applicability to different populations.