Abstract
<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>
Highlights
IntroductionWith the recent release of a new international charter on health promoting universities and colleges (Okanagan Charter, 2015), institutions of higher education are increasingly interested in providing learning experiences that enhance and support student well-being
You spend a lot of time [learning]
This research will be useful to higher education practitioners, faculty members and instructors who are interested in creating conditions for well-being in learning environments, and offers insight for health promotion practitioners working within higher education settings
Summary
With the recent release of a new international charter on health promoting universities and colleges (Okanagan Charter, 2015), institutions of higher education are increasingly interested in providing learning experiences that enhance and support student well-being. This study uses a qualitative methodology to explore students’ own experiences of well-being in learning environments, and provides insight into how future learning experiences in higher education may be designed to enhance well-being and learning. This research will be useful to higher education practitioners, faculty members and instructors who are interested in creating conditions for well-being in learning environments, and offers insight for health promotion practitioners working within higher education settings
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