Developing guidelines for program design, practice, and research toward a positive and well-being education practice

ABSTRACT

Positive education, a growing field that integrates positive psychology principles into educational settings, has gained momentum over the past 15 years. The field, however, faces challenges in translating positive psychology concepts into teachers’ professional practice and maintaining the quality of programs. To ensure the effectiveness and credibility of positive education, it is essential to develop clear guidelines for program design, practice, and research. This article presents proposed guidelines that emphasize the importance of a solid scientific foundation, multidimensional approach, embedding positive education into school culture, and ethical values. These guidelines provide a roadmap for promoting rigorous, relevant, high-quality research and practice in positive education. By adhering to these guidelines and fostering stakeholder collaboration, positive education has the potential to thrive, reaching more students and communities worldwide, ultimately transforming the educational landscape for the betterment of all.

KEYWORDS:

• positive education
• well-being education
• positive psychology
• well-being
• flourishing

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data sharing is not applicable to this article as no new data were created or analyzed in this study.