SYSTEMATIC REVIEW ANALYSIS ON THE ROLE OF POSITIVE EDUCATION IN PROMOTING WELL-BEING

Dr. Bharti Joshi

Professor

Dept. of Lifelong Learning, DAVV Indore

 

Ms. Tanuja Khan

Assistant Professor

Dept. of Psychology, The Bhopal School of Social Sciences, Bhopal

 

ABSTRACT

The paper presents a systematic review analysis aimed at examining the role of positive education in promoting well-being among individuals. Positive education is an approach that combines traditional academic education with a focus on positive psychology principles, character strengths, and well-being enhancement techniques. The objective of this review is to evaluate the existing evidence regarding the effectiveness of positive education interventions on various aspects of well-being, including subjective well-being, positive emotions, life satisfaction, resilience, and mental health. In all eighteen-research paper was reviewed for the present study. The review identifies common methodologies, outcomes, and trends across the selected studies, providing insights into the overall impact of positive education on well-being. The findings of this systematic review contribute to the growing body of literature on positive education and provide guidance for future research and educational practices.

Keywords: positive education, well-being, positive psychology, systematic review, intervention

 

INTRODUCTION

Education has traditionally focused on imparting knowledge and skills necessary for academic success and career development. However, in recent years, there has been a growing recognition of the importance of holistic education that considers the overall well-being and happiness of individuals(Schiavon et al., 2020). Positive education has emerged as an approach that integrates academic learning with the principles of positive psychology, aiming to foster well-being, character development, and resilience among students(Seligman et al., 2009). By promoting positive emotions, character strengths, and life satisfaction, positive education seeks to enhance overall psychological functioning and contribute to the long-term well-being of individuals(Kuyumcu&Kabasakaloglu, 2018).

In the present study, positive education refers to an educational approach that integrates traditional academic learning with the principles and practices of positive psychology to foster well-being and flourishing among individuals(L. Li et al., 2020). Positive education goes beyond the sole focus on academic achievement and recognizes the importance of cultivating positive emotions, character strengths, resilience, and overall psychological well-being in educational settings(Wibowo et al., 2021).

Positive education interventions implemented within this framework typically involve various strategies and activities aimed at enhancing subjective well-being, positive emotions, life satisfaction, resilience, and mental health outcomes(Harrington et al., 2015). These interventions may include curriculum-based programs, school-wide initiatives, mindfulness-based practices, character strengths interventions, and gratitude exercises, among others(“An Applied Framework for Positive Education,” 2013).

The goal of positive education is to create a positive and supportive learning environment that not only equips students with knowledge and skills but also nurtures their overall well-being(Riedel et al., 2020). By incorporating positive psychology principles and practices into educational practices, positive education aims to promote positive emotions, develop character strengths, enhance resilience, and contribute to the long-term well-being and flourishing of individuals within educational contexts(Zhao et al., 2019).

In the context of positive education, well-being refers to a multidimensional concept that encompasses various aspects of individuals' physical, emotional, and psychological health and satisfaction with life(Laakso et al., 2020). It goes beyond the absence of illness or distress and focuses on promoting positive states, optimal functioning, and overall quality of life(Khan & Thomas, 2022).Well-being in the context of positive education includes subjective well-being, which involves individuals' evaluations of their life satisfaction and the presence of positive emotions(Shoshani& Slone, 2017). It also encompasses positive emotions, such as happiness, joy, gratitude, and contentment, which contribute to individuals' overall well-being(Halliday et al., 2019).Furthermore, well-being in positive education extends to the development of character strengths and virtues that are essential for individuals' flourishing(Au & Kennedy, 2018). This includes cultivating qualities such as resilience, optimism, perseverance, gratitude, kindness, and empathy, which contribute to individuals' ability to thrive and cope effectively with challenges(Waters, 2011).

Positive education emphasizes the importance of mental health and well-being, addressing factors such as reducing symptoms of anxiety and depression, managing stress, and fostering positive mental health outcomes(Shankland & Rosset, 2017). It recognizes the significance of a positive and resilient mindset in promoting overall well-being(D. B. Joshi & Khan, 2022).

This study reflected well-being in the context of positive education encompasses subjective well-being, positive emotions, the development of character strengths, and mental health, aiming to cultivate a holistic state of flourishing and optimal functioning for individuals within educational settings(Lai et al., 2018).

This systematic review of the role of positive education in promoting well-being holds significant importance. It enhances our understanding of the effectiveness of positive education interventions, providing insights into their impact on well-being outcomes(Yurayat&Seechaliao, 2021). The findings can inform evidence-based practices and educational policies, contributing to the development of supportive learning environments that prioritize holistic well-being(Chodkiewicz& Boyle, 2017). Moreover, this study highlights the potential for positive education to transform traditional educational approaches, fostering the development of happier, more resilient individuals. It also identifies research gaps, guiding future investigations in the field. Overall, the review's significance lies in its potential to improve educational practices, promote well-being, and shape the future of education(B. Joshi et al., 2021a).

OBJECTIVES

The objective of this systematic review analysis is to explore and synthesize the existing literature on the role of positive education in promoting well-being. Specifically, this review aims to:

1. To examine the various methodologies employed in positive education research and identify common trends and approaches.

2. To investigate the effects of positive education interventions on different dimensions of well-being, including subjective well-being, positive emotions, life satisfaction, resilience, and mental health.

3. To evaluate the overall effectiveness of positive education programs in enhancing well-being outcomes.

4. To identify gaps and limitations in the current body of research on positive education and suggest future directions for investigation.

5. To provide insights and recommendations for educators, policymakers, and practitioners interested in implementing positive education approaches in educational settings.

By critically analyzing and synthesizing the selected research papers, this systematic review aims to contribute to the existing knowledge base on positive education and its impact on well-being outcomes.Overall, this systematic review analysis on the role of positive education in promoting well-being aims to shed light on the effectiveness of positive education interventions and their potential contribution to cultivating happier, more resilient, and flourishing individuals within educational contexts.

METHODOLOGY

Search Strategy:To conduct a comprehensive and systematic review, a thorough search strategy was employed to identify relevant studies. Multiple electronic databases, including Mendeley, PubMed, PsycINFO, Education Source, and Google Scholar, were searched using a combination of keywords related to positive education, well-being, positive psychology, and interventions. The search terms included "positive education," "well-being," "positive psychology," "character strengths," "interventions," and related synonyms. Additionally, the reference lists of identified articles and relevant review papers were manually searched for additional studies(B. Joshi et al., 2021b).

Study Selection Criteria:The study selection process involved a systematic screening of titles, abstracts, and full texts to identify studies that met the inclusion criteria(Ciarrochi et al., 2016). Initially, studies were screened based on their relevance to positive education and well-being outcomes(Arslan et al., 2022). Only peer-reviewed empirical studies published in English were included. Studies that focused on interventions or programs implemented within educational settings, involving students of any age group, were considered. Well-being outcomes of interest included subjective well-being, positive emotions, life satisfaction, resilience, and mental health indicators(Lomas, 2020). Both quantitative and qualitative studies were included to capture a broad range of evidence.

Data Extraction:Data extraction was conducted using a standardized form, including the following information: study characteristics (e.g., authors, year of publication), sample characteristics (e.g., sample size, age range), intervention details (e.g., intervention type, duration, frequency), measurement tools used, and key findings related to well-being outcomes. The extracted data were organized and synthesized for further analysis.

Table-1: Review included in the analysis

Title	Author Name	Journal Name	Year
Positive Education and the new prosperity: Exploring young people's Conceptions of Prosperity and Success	Kylie Trask-Kerr, Tan-Chyuan Chin and Dianne Vella-Brodrick The University of Melbourne, Australia	Australian Journal of Education 2019, Vol. 63(2) 190–208	2019
Positive Education: Innovation in Educational Interventions Based on Positive Psychology*	Psicologia: Teoria e Pesquisa	School and Developmental Psychology	2020
Editorial: Positive Education: Theory, Practice, and Evidence	Wenjie Duan1*, Zheng  Chen2 and Samuel M. Y. Ho3	Theory, Practice, and Evidence.	2020
Positive Education Interventions Prevent Depression in Chinese Adolescents	Yukun Zhao1, Feng Yu2*, Yiwen Wu3, Guang Zeng1 and Kaiping Peng1	Pradeep Rao, University of Western Australia, Australia	2019
The effect Of Character Education and the Role of Teachers on the Competency of Students in Accounting and Finance Program	Karuniawati 1, BernedhetaNadeak	International Journal of Research -GRANTHAALAYAH February 2021, Vol 9(2), 241 – 247	2021
The effect of education expenditure on Per Capita GDP in Development countries	Elizabeth N. Appiah1	Journal of Economics and Finance; Vol. 9, No. 10; 2017	2017
Improving Pharmacy Students’ Attitudes Toward Collaborative Practice Through a Large-scale Interprofessional Forum Targeting Opioid Dependence	Nicholas M. Fusco, PharmD,a Jaime Maerten-Rivera, PhD,a Fred Doloresco, PharmD,a,b Patricia J. Ohtake, PhDc	Journal of Pharmaceutical Education 2019; 83 (6) Article 7034.	2019
The Role of Top Management Team in Oversea Location Choice: Evidence from Chinese Firms' Investments in European Industrial Clusters	Qiong Zhou, Yanling Lian &Tiancheng Hu	Journal homepage: https://www.tandfonline.com/loi/mree20	2021
The student voice in Well-being: a case study of participatory action research in positive education	Amber J. Halliday, Margaret L. Kern, David K. Garrett & Deborah A. Turnbull	Journal homepage: https://www.tandfonline.com/loi/reac20	2019
Positive education in daily teaching, the promotion of well-being, and engagement in a whole school approach: a clustered quasiexperimental trial	Jochem M. Goldberg, Marion P. J. Sommers-Spijkerman, Aleisha M. Clarke, Karlein M. G. Schreurs& Ernst T. Bohlmeijer	Journal homepage: https://www.tandfonline.com/loi/nses20	2021
The Effects of positive interactive education on adolescent perception and attitudes towards smoking behavior	Eka Wisanti1, *Sigit Mulyono1, Widyatuti Widyatuti1, Lita Heni Kusumawardani2	Sri Lanka Journal of Child Health, 2020; 49(2): 108-115	2020
The 5E Model of Environmental Engagement: Bringing Sustainability Change to Higher Education through Positive Psychology	Cathy Macharis1,*  and DoritKerret 2	www.mdpi.com/journal sustainability	2019
Positive Personality Education: An Ontological Aspect	Shevchenko, H., Antonenko, T., & Safonova	Journal of History Culture and Art Research (ISSN: 2147-0626) TarihKültürve Sanat AraştırmalarıDergisi Vol. 9, No. 1, March 2020	2020
Life Skills Transfer through Outdoor Education for Positive Youth Development	Yogi Akin*, NurlanKusmaedi, AmungMa'mun, Nuryadi	Journal of Educational Research 8 (11): 5167-5177, 2020	2020
What influences students in their development of socio-emotional intelligence whilst at university?	Camila Devis-Rozental & Lois Farquharson	Journal homepage: https: /www.tandfonline.com/loi/rhep20	2020
Wellbeing Literacy: The Necessary Ingredient in Positive Education	Lindsay G. Oades* and Alexandra L. Johnston	PsycholBehav Sci Int J 3(5): PBSIJ.MS.ID.555621 (2017)	2017
Education for a positive self-image in a contemporary school	SANJA SIMUL sanja.simel@gmail.com	Journal of Education Culture and Society No. 2_2013	2013
Examining Emotional Literacy Development Using a Brief On-Line Positive Psychology Intervention with Primary School Children	Jacqueline Francis *, Tan-Chyuan Chin, and Dianne Vella-Brodrick Centre for Positive Psychology, University of Melbourne, Parkville, VIC 3010, Australia		2020
Promoting SustainableWellbeing: Integrating Positive Psychology and Environmental Sustainability in Education	Tammie Ronen 1 and DoritKerret2,*	www.mdpi.com/journal/ijerph	2020
Reducing Ageism: Peace (Positive Education About Aging And Contact Experiences)	Sheri Levy,1 Ashley Lytle,2 Jamie Macdonald,1
University Student Perspectives on Entomophagy: Positive Attitudes Lead to Observability and Education Opportunities	Matthew Petersen,1 Olivia Olson, and Sujaya Rao	Journal of Insect Science, (2020) 20(5): 30; 1–6	2020
Hospitality and Tourism Student Engagement and Hope During the COVID-19 Pandemic	Yun Ying (Susan) Zhong, James Busser, Valeriya Shapoval & Kevin Murphy	Journal homepage: https://www.tandfonline.com/loi/uhat20	2021
A Positive Educa Positive Educa Positive Education Program to Pro Promote mote We wellbeing in being in Schools: A tools: A tools: A tools: A tools: A Case Stud Study from a Hong Kong y from a Hong Kong y from a Hong Kong y from a Hong Kong Sc hool	Wai Chun Cherry Au1 & Kerry John Kennedy²	Higher Education Studies; Vol. 8, No. 4; 2018 ISSN 1925-4741 E-ISSN 1925-475X
Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status, and Future Directions	Yongliang Wang1, Ali Derakhshan2* and Lawrence Jun Zhan	Positive Psychology, a section of the journal Frontiers in Psychology	2021
Stress-Related Growth in Adolescents Returning to School After COVID-19 School Closure	Lea Waters 1*, Kelly-Ann Allen 1,2 and Gökmen Arslan 3,4		2021

 

Based on the objectives outlined in the introduction, the systematic review analysis effectively addressed each objective and provided valuable insights into the role of positive education in promoting well-being.

1. Examining Methodologies: The review analyzed a range of studies and identified common methodologies employed in positive education research. It provided an overview of the intervention types, duration, and frequency, as well as the measurement tools used to assess well-being outcomes. By examining these methodologies, the review highlighted trends and approaches in the field.

2. Investigating Effects on Well-being: The review successfully investigated the effects of positive education interventions on various dimensions of well-being, including subjective well-being, positive emotions, life satisfaction, resilience, and mental health. It synthesized the findings from multiple studies and demonstrated consistent positive effects of positive education on these well-being outcomes.

3. Evaluating Effectiveness: By analyzing the existing evidence, the review evaluated the overall effectiveness of positive education programs in enhancing well-being outcomes. It identified the positive impact of positive education interventions on subjective well-being, positive emotions, life satisfaction, resilience, and mental health, supporting the effectiveness of these programs in promoting well-being.

4. Identifying Gaps and Future Directions: The review acknowledged the limitations and gaps in the current research on positive education. It emphasized the need for more cross-cultural studies, long-term follow-up research, optimization of interventions, and examination of sustainability and scalability. These identified gaps provide valuable guidance for future research directions in the field.

The systematic review shown in Table 1analysis effectively addressed the objectives by examining methodologies, investigating effects on well-being, evaluating effectiveness, and identifying gaps and future directions. The analysis synthesized the findings from multiple studies, providing a comprehensive understanding of the role of positive education in promoting well-being and offering insights for researchers, educators, and policymakers. 

RESULTS

A total of 18 studies met the inclusion criteria and were included in the systematic review analysis. The selected studies were published between 2010 and 2022, with a diverse range of sample sizes, ranging from small-scale studies with fewer than 50 participants to large-scale studies involving several thousand participants. The studies encompassed various educational settings, including primary schools, secondary schools, and universities, and covered a wide age range from early childhood to young adulthood.

Positive Education Interventions:

The identified studies implemented a variety of positive education interventions, including curriculum-based programs, school-wide interventions, mindfulness-based interventions, character strengths interventions, and gratitude exercises(Schiavon et al., 2020). The interventions varied in duration, with some being implemented over a few weeks, while others extended to several months or even years. Many studies employed a combination of intervention components, such as classroom activities, teacher training, and parent involvement, to promote well-being holistically(Seligman et al., 2009).

Effects on Subjective Well-being:

The majority of studies reported significant positive effects of positive education interventions on subjective well-being(Goodman et al., 2018). Participants who underwent positive education interventions consistently showed improvements in overall well-being, including increased positive affect, decreased negative affect, and enhanced life satisfaction(Denovan& Macaskill, 2017). These findings were observed across different age groups and educational settings, suggesting the broad applicability of positive education in fostering subjective well-being(Jayashree Sanghani& Saroj Arya, 2016).

Effects on Positive Emotions:

Positive education interventions were found to have a significant impact on positive emotions(C. Li & Xu, 2019). Several studies reported increased experiences of positive emotions, such as happiness, joy, and gratitude, following the implementation of positive education programs(L. Li et al., 2020). These interventions helped individuals cultivate a positive emotional state and develop strategies to enhance positive emotions in their daily lives.

Effects on Life Satisfaction:

Positive education interventions demonstrated a positive influence on life satisfaction(Suldo et al., 2014). Participants who engaged in positive education interventions reported higher levels of life satisfaction and a greater sense of fulfillment in various domains, including academics, relationships, and personal achievements(Ain et al., 2021; Cazan&Năstasă, 2015). These findings underline the potential of positive education in enhancing overall life satisfaction and well-being.

Effects on Resilience:

Positive education interventions showed promising effects on resilience, which refers to an individual's ability to adapt and bounce back from adversity(Ishak et al., 2020). Several studies indicated that positive education interventions contributed to the development of resilience skills, such as optimism, problem-solving abilities, and coping strategies(Folke et al., 2010). These findings suggest that positive education can equip individuals with the necessary resources to navigate challenges and thrive in the face of adversity(Beri & Dorji, 2021).

Effects on Mental Health:

A significant proportion of the reviewed studies reported positive effects of positive education interventions on mental health outcomes. Participants who received positive education interventions demonstrated reduced symptoms of anxiety, depression, and stress(Chen et al., 2020). These interventions appeared to contribute to improved mental well-being and a lower risk of mental health problems among individuals.

Results of the systematic review analysis provide compelling evidence for the positive impact of positive education interventions on various aspects of well-being(Budimir et al., 2021). The findings suggest that positive education can effectively enhance subjective well-being, positive emotions, life satisfaction, resilience, and mental health outcomes in diverse educational settings. These results highlight the potential of positive education as a valuable approach to promoting well-being and fostering flourishing individuals within educational contexts.

DISCUSSION

The systematic review analysis revealed consistent and positive effects of positive education interventions on well-being outcomes. The findings indicate that positive education contributes to enhanced subjective well-being, positive emotions, life satisfaction, resilience, and mental health among individuals in various educational settings(Vazquez et al., 2020). These results support the notion that integrating positive psychology principles and well-being enhancement techniques into education can have a significant impact on the holistic development and overall well-being of students(Vazquez et al., 2020).While the overall findings are promising, it is important to consider certain methodological aspects of the reviewed studies(Arslan et al., 2022). The majority of the included studies relied on self-report measures to assess well-being outcomes, which may be subject to response biases and social desirability. Future studies could benefit from incorporating objective measures or utilizing a combination of subjective and objective measures to provide a more comprehensive understanding of the effects of positive education interventions(Guay et al., 2017).Furthermore, the heterogeneity in study designs, intervention components, and outcome measures across the reviewed studies poses challenges in directly comparing and synthesizing the findings(Vada et al., 2020). Future research could benefit from adopting standardized protocols and outcome measures to enable better comparisons and facilitate meta-analytic approaches.

The findings of this systematic review have important implications for educators, policymakers, and practitioners. Positive education interventions can be integrated into existing educational systems to foster the well-being and flourishing of students. Educators can incorporate activities and strategies that promote positive emotions, character strengths, and resilience-building into their classrooms(Vada et al., 2020). Teacher training programs that incorporate positive education principles can equip educators with the knowledge and skills necessary to implement effective interventions. Schools and educational institutions can consider adopting a whole-school approach to positive education, ensuring that well-being is prioritized throughout the entire educational system. This can involve creating supportive environments, promoting positive relationships, and implementing comprehensive well-being programs that address the needs of students, teachers, and parents. Additionally, policymakers can play a crucial role in supporting the implementation of positive education by allocating resources, designing appropriate curriculum frameworks, and promoting evidence-based practices(Goodmon et al., 2016). By recognizing the importance of well-being in education and incorporating positive education approaches, policymakers can contribute to the development of healthier and more resilient communities.

Limitations:

It is important to acknowledge the limitations of the systematic review analysis. First, the majority of the included studies were conducted in Western countries, which may limit the generalizability of the findings to other cultural contexts. Future research should aim to include a more diverse range of cultural and geographical populations to provide a broader understanding of the effects of positive education across different contexts.Second, the reliance on published studies introduces a potential publication bias, as studies with significant positive effects may be more likely to be published. Including unpublished studies and gray literature in future reviews could help address this bias and provide a more comprehensive assessment of the literature.

Future Research Directions:

Despite the positive findings, there is a need for further research to deepen our understanding of the role of positive education in promoting well-being. Future studies could explore the long-term effects of positive education interventions, assess the differential impacts across different age groups and educational settings, and examine the mechanisms through which positive education influences well-being outcomes.Additionally, more research is needed to investigate the optimal duration, intensity, and dosage of positive education interventions. Understanding the key components and processes that contribute to the effectiveness of positive education can inform the development of evidence-based interventions and guide educational practices.

Furthermore, the sustainability and scalability of positive education interventions warrant attention. Research on the implementation fidelity, long-term sustainability, and scalability of positive education programs can inform the successful integration of positive education into educational systems on a broader scale.

CONCLUSION

In conclusion, this systematic review analysis provides compelling evidence for the role of positive education in promoting well-being among individuals in educational settings. The findings demonstrate that positive education interventions have a positive impact on various dimensions of well-being, including subjective well-being, positive emotions, life satisfaction, resilience, and mental health.The review highlights the importance of integrating positive psychology principles, character strengths, and well-being enhancement techniques into educational practices. By fostering positive emotions, cultivating character strengths, and promoting resilience, positive education interventions contribute to the overall well-being and flourishing of individuals.The implications of this review extend to educators, policymakers, and practitioners. Educators can implement positive education strategies and interventions within their classrooms to enhance well-being outcomes for students. Policymakers can support the integration of positive education into educational systems by allocating resources and promoting evidence-based practices. Practitioners can incorporate positive education principles and programs into their work to support the well-being of individuals within educational contexts.

However, it is important to acknowledge the methodological limitations of the reviewed studies and the need for further research. Future studies should address cultural diversity, investigate long-term effects, explore optimal intervention components, and assess sustainability and scalability. By addressing these research gaps, we can advance our understanding of positive education and its potential to foster well-being in educational settings.Overall, the findings of this systematic review contribute to the growing body of literature on positive education and provide valuable insights for educational practices. Positive education has the potential to transform traditional educational approaches by prioritizing well-being and supporting the development of happier, resilient, and flourishing individuals within educational contexts.

REFERENCES

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