Investigating Sustainable Education and Positive Psychology Interventions in Schools Towards Achievement of Sustainable Happiness and Wellbeing for 21^st Century Pedagogy and Curriculum

Abstract

The aim of this paper is to investigate sustainable education and positive psychological interventions in schools towards achievement of sustainable happiness and well-being for 21st century pedagogy and curriculum. The growing awareness that sustainability, happiness, and well-being are intertwined takes the discussion of happiness and sustainability to newer levels. Even though scholars and governments are now grappling with questions about policies for sustainability, happiness, and well-being, the general public may not be aware of these connections and none of these topics are well integrated into formal education. Nevertheless, the necessity for transforming education to play a leading role in sustainable education has never been more imperative, and thus it has been taken up extensively in this paper. The concept of sustainable happiness offers an innovative perspective to reinvigorate sustainability education and shape priorities for 21st century learning: contributing to resilient, sustainable happiness and well-being for all. The education sector, however, is conservative and slow to adapt. The author recommends that happiness should be an aim of education, and a good education should contribute significantly towards personal and collective happiness. Broadening this recommendation to consider sustainable happiness and well-being for all is an overarching aim that could assist to reimagine the role of education in the 21st century and serve as the foundation for setting new priorities.

Creating experiential learning opportunities in enterprise education: an example of a facilitator-led business simulation game in a taught setting

“…Using active learning approaches and inductive teaching techniques shifts the role of "teacher" to "facilitator" of learning (Smart et al, 2012), with experiential learning lending itself well to a transformative approach to enterprise education (Alam, 2022). Constructivist in nature (Davis, 1993), enterprise education actively encourages students to ask questions and construct their knowledge rather than being passive recipients of information (Alam, 2022;Bain, 2004;Nada and Legutko, 2022;Syaharuddin et al, 2022), with students actively involved rather than passively listening. This leads students to develop analytical and evaluative skills as they are actively engaged in the module and therefore encouraged to explore their attitudes and values within that learning environment (Bonwell and Eison, 1991).…”

“…Using active learning approaches and inductive teaching techniques shifts the role of “teacher” to “facilitator” of learning (Smart et al. , 2012), with experiential learning lending itself well to a transformative approach to enterprise education (Alam, 2022). Constructivist in nature (Davis, 1993), enterprise education actively encourages students to ask questions and construct their knowledge rather than being passive recipients of information (Alam, 2022; Bain, 2004; Nada and Legutko , 2022; Syaharuddin et al.…”

“…, 2012), with experiential learning lending itself well to a transformative approach to enterprise education (Alam, 2022). Constructivist in nature (Davis, 1993), enterprise education actively encourages students to ask questions and construct their knowledge rather than being passive recipients of information (Alam, 2022; Bain, 2004; Nada and Legutko , 2022; Syaharuddin et al. , 2022), with students actively involved rather than passively listening.…”

Profile Perception of Student’s Collaboration and Creative Thinking Skills in Physics

“…Achievement Skills the 21st century conducted with renew quality learning (Alam, 2022) 6) skills information and media literacy (information and media literacy skills) (BSNP, 2010).…”

Effect of Concept Sentence Learning Model on Students' Learning Outcomes

“…The learning process can take place because there are students, teachers, and curricula where one is related to one another or is interconnected (Alam, 2022;Safar & Mulyasa, 2022). Students can learn well if the facilities and infrastructure for learning are adequate, the teacher's learning model is more interesting, make students more actively involved in the learning process so that students do not feel bored or bored when participating in class learning.…”