Connecting Sustainable Human Development and Positive Psychology through the Arts in Education: A Systematic Review

Abstract

Positive psychology and sustainable human development seek to improve the well-being of the individual. To achieve this well-being at the education level, positive education seeks to develop character strengths, and education for development facilitates the development of competencies. Moreover, the literature has demonstrated that the arts in positive education develop individual character strengths, socioemotional competencies and students’ relationship with their environment. Accordingly, in this systematic review, we aim to connect positive psychology and sustainable human development by evaluating the arts in education, based on the concepts of well-being. The results indicate that there are points of confluence between subjective and sustainable well-being, and illuminate the links and their connections between competencies and character strengths, with critical thinking functioning as an important connector between the two. Since character strengths are measurable and educable, we advocate their use as a tool to measure the human development index (HDI) in the education of a specific community. Thus, we are able to evaluate whether the competencies for development are achieved, as well as their role as determinants of the overall well-being of the individual. On the other hand, our work highlights the need to increase the number of investigations in this field to enable an empirical evaluation of how these connections are established and if they are efficient and durable.

Psicología positiva aplicada en instituciones tecnológicas

“…Captar la voz de los estudiantes en el estudio actual fue valioso e indicó que tanto los factores docentes como los del programa eran fundamentales para la participación de los estudiantes. A eso Cuadrado (2023) sostiene que la psicología positiva y el desarrollo humano sostenible, son los que buscan mejorar el bienestar del individuo. Para lograr este bienestar, la educación positiva busca desarrollar las fortalezas del carácter, en el periodo educativo para lograr con ello, el desarrollo completo de sus competencias.…”

“…La mayoría de las intervenciones, programas y planes de estudios destinados a promover el bienestar de los niños se centraron en elementos del bienestar subjetivo y sus efectos se mantuvieron a corto y largo plazo. La mayoría de los programas que mostraron un efecto positivo en el bienestar fueron impartidos por docentes, lo que puede haber mejorado el éxito de los programas.Cuadrado, F (Cuadrado, 2023).…”

Potentials of arts education initiatives for promoting emotional wellbeing of Chinese university students

“…There lies a close relationship between artistic pursuits and PPC through EI. While this relation offers reciprocal benefits, there occurs an increased self-esteem through improved understanding of local relationships and a heightened sense of social impact (Vazquez-Marin et al, 2023 ). Participating in artistic activities, including music, offers pleasurable components that have been linked to stress reduction.…”

Child-Centered Approach through Slow Education Principles: A View to Child Personality Development in Early Childhood

“…Teachers with a constructivist vision play an important role in promoting a natural pace of child development and learning throughout the management of educational situations. At the same time, from a constructivist perspective, education is seen as a process which is constantly guided by knowledge, attitudes, and values, a process that promotes global development, human and sustainable development, a culture of solidarity, and a commitment to the fight against poverty and exclusion [17,18].…”

“…A child-centered education encourages children to discover in the kindergarten environment a place of development, a place where their creativity, their initiative, their desire for exploration, and their well-being are encouraged while respecting their individuality and the natural pace of development and learning. Well-being can be characterized as personal fulfillment, taking into account mind, body, spirit, moral, and social aspects [18,20].…”