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Ms., Sonam, and Roopa Vats Ms. "HAPPINESS CURRICULUM: INCULCATING MINDFULNESS AMONGST STUDENTS." INTERNATIONAL EDUCATION AND RESEARCH JOURNAL - IERJ 11, no. 3 (2025): 169–72. https://doi.org/10.5281/zenodo.15584537.
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The Happiness Curriculum represents the first structured initiative aimed at fostering the holistic development of all learners within the formal education system. It is unique in its emphasis on integrating mindfulness and social-emotional learning into daily practice. Children today often experience either overstimulation or under stimulation, making them increasingly vulnerable to psychological challenges over time. Alongside academic pressures, students also face stress from various sources, such as family issues, socio-cultural factors, and peer conflicts, which can contribute to long-term emotional and physiological difficulties. The Happiness Curriculum envisions a learning environment where children feel happy, engaged, and emotionally secure.
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Doughty, Alyssa, Jenn Taylor, and Lori Ann Eldridge. "Development of an evidence-based telehealth curriculum to increase happiness for older adults in long-term care: A therapeutic recreation concept design." American Journal of Recreation Therapy 22, no. 1 (2023): 39–47. http://dx.doi.org/10.5055/ajrt.2023.0278.
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Older adults are at higher risk for isolation, loneliness, and depression. The University of Wisconsin-La Crosse (UWL) Happiness Project: Evidence-Based Curriculum for Older Adults is designed to empower older adults in long-term care to increase happiness in their everyday lives. This curriculum is designed to implement a virtual, intergenerational service-learning in long-term care facilities to provide students applied experience working with older adults. The UWL Happiness Project is a 10-week, evidence-based curriculum grounded in positive psychology and utilizes the PERMA Model, a theory of well-being. It consists of ten 30-minute telehealth meetings with a university student (using a 1:1 format) enrolled in a therapeutic recreation (TR) elective course focusing on older adults. Sessions include a focus area each week related to increasing resident’s overall happiness. Scaffolding is used to build residents’ knowledge about happiness and encourage continuous implementation of the skills learned during as well as after the curriculum is finished, ultimately working toward the resident putting the information and happiness strategies into practice independently. All session protocols, theoretical foundation, and assessments can be found in the curriculum fidelity manual that is available open access on the UWL TR webpage.
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Khairunnisa, Muthia Fadhila, Tiara Salsabilla, and Nurliana Cipta Apsari. "INTEGRASI KOMPETENSI KEBAHAGIAAN DALAM PENGEMBANGAN SIKAP SPIRITUAL DAN SOSIAL SISWA." EMPATI: Jurnal Ilmu Kesejahteraan Sosial 12, no. 1 (2023): 33–43. http://dx.doi.org/10.15408/empati.v12i1.29192.
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Abstract. Education curriculum is one of the most important aspects in the learning process. In Indonesia’s 2013 Curriculum (K13), spiritual and social traits become one of the three graduation competencies for students. However, character development and planting a sense of joy in learning for students have not become the main focus in Indonesian education. The government of Delhi, India, developed an innovation called Happiness Curriculum, where it includes three Happiness Competencies, which are: mindfulness, critical thinking and reflection, and social-emotional skills. This study is important because developing the character of critical, mindfulness and able to self-reflection will assist the Indonesian young generation to be more prepared to address challenges and issues of the future. This research aims to identify the urgency and how can the Happiness Competencies be integrated into the curriculum in Indonesia to increase the spiritual and social traits competency for students at school. The method used is literature review. The result shows that the Happiness Competencies based on the Happiness Curriculum from Delhi, India, can be integrated starting from the teacher and the surrounding environment that supports the said transformation, considering that mental health at school is one of the issues that should become the concern of actors in the education sector. Keyword: Education, curriculum, happiness competency, spiritual traits, social traits. Abstrak. Kurikulum pendidikan merupakan salah satu aspek penting dalam proses pembelajaran. Dalam Kurikulum 2013 (K13) di Indonesia, sikap spiritual dan sosial menjadi salah satu dari tiga standar kompetensi kelulusan siswa. Namun, pengembangan karakter dan penanaman rasa senang belajar kepada siswa belum menjadi fokus utama dalam pendidikan Indonesia. Pemerintah Delhi, India, mengembangkan inovasi bertajuk Happiness Curriculum yang mencakup tiga Kompetensi Kebahagiaan, yakni: mindfulness, critical thinking, and reflection, serta social-emotional skills. Penelitian ini bertujuan untuk mengidentifikasi urgensi serta bagaimana Kompetensi Kebahagiaan tersebut dapat diintegrasikan kedalam kurikulum di Indonesia guna meningkatkan kompetensi sikap spiritual dan sosial siswa di sekolah. Penelitian ini penting karena pengembangan karakter siswa yang kritis, mampu merefleksikan diri dan memiliki kemampuan mindfulness dapat membantu generasi muda Indonesia menjadi generasi yang lebih siap menatap tantangan di masa depan. Metode yang digunakan ialah studi kepustakaan. Hasil penelitian menunjukkan kompetensi kebahagiaan berdasarkan Happiness Curriculum dari Delhi, India, dapat diintegrasikan dimulai dengan guru dan lingkungan sekitar yang mendukung perubahan tersebut, menimbang bagaimana kesehatan mental di lingkungan sekolah juga menjadi salah satu isu yang menjadi perhatian pelaku pendidikan termasuk pekerja sosial di sekolah. Kata kunci: Pendidikan, kurikulum, kompetensi kebahagiaan, sikap spiritual, sikap sosial.
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Wei, Lin, Bung-on Sereerat, Saifon Songsiengchai, and Phenporn Thongkumsuk. "The Development of Curriculum Based on Happiness Theory to Improve the Hope of College Students." World Journal of Education 14, no. 1 (2024): 54. http://dx.doi.org/10.5430/wje.v14n1p54.
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The research objectives were 1) to study the factors affecting the development of hope of collage freshman students in Guangxi International Business Vocational College. 2) to develop curriculum based on the happiness theory. 3) to compare the hopes of college freshman students before and after learning by curriculum based on the happiness theory. With a carefully selected sample of 35 students from the first-year Thai class at Guangxi International Business Vocational College, researchers conducted a thorough analysis of various factors affecting students' hope. A range of research tools was utilized, including 1) a questionnaire about the factors affecting the development of hope level. 2) interview form about influencing factors of hope level. 3) lesson plans. 4) the Hope Scale. 5) observation form about student behavior. (6) interview form about opinions on teaching. This study was conducted in 3 steps: 1) study the factors affecting the development of hope. 2) develop curriculum based on the happiness theory. 3)experiment and improvement of curriculum model. The results of the study shown that: 1) factors that affect the development of college students' hopes include personal factors and environmental factors. Personal factors are related to goals thinking, pathways thinking and agency thinking, and environmental factors include family, school, and society.2) The curriculum based on happiness theory includes 6 elements: principle, goal, contents, and time, learning process, learning resource, and Evaluation. The learning process in the curriculum includes 4 processes: positive emotion, engagement, relationship, meaning, accomplishment, and present. 3) students' hope is improved after the implementation of the curriculum based on happiness theory. This change was statistically significant, especially at the level of 0.1.
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Mr., Sachin Kumar Ms. Poonam Pandita Ms. Chetna Suri Ms. Shivali Verma. "HAPPINESS CURRICULUM: A NEW VISION TOWARDS EDUCATION." International Journal of Advance and Applied Research 9, no. 6 (2022): 300–304. https://doi.org/10.5281/zenodo.7070268.
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<strong><em>Abstract</em></strong> <em>The current educational system places a strong emphasis on skill-based education and works to prepare students for life in a globalised society. To do this, our educational system gives pupils a demanding curriculum that requires them to study four or five subjects per day, which forces them to become familiar with a variety of concepts. The youngsters are under a great deal of strain as a result of their hectic routine, and they constantly experience worry and anxiety. This prevents the youngster from thinking critically and with an open mind, which also prevents them from finding the opportunity to explore their inner potential. The Delhi Government has therefore taken the effort to solve it by introducing a happiness curriculum in their schools where youngsters can learn without fear. If we take a look at our NEP: 2020, it also promotes the idea of a happy curriculum because this policy emphasizes activity-based learning and suggests occasional bag-free days for students in grades 6 to 8. This study investigates the value and necessity of including a curriculum on happiness in our educational system.</em>
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Devvrat, Singh Anjali, Harminder Kaur Gujral, and Niharika Joshi Bhatt. "Happiness: A New Perspective Contributing Towards Learning for Post-Pandemic Higher Educational Institutions." Education and Self Development 17, no. 4 (2022): 52–66. http://dx.doi.org/10.26907/esd.17.4.05.
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Purpose. The word ‘pandemic’ reminds us of the disaster it has created in the world. The present paper aims to explore the gender-based difference in happiness levels among students of Indian higher education institutions (HEIs) during the pandemic. The study elaborates on the skill to remain happy by providing a happiness model useful in curriculum modification in HEIs for better learning of students. Design/ methodology. A self-constructed questionnaire was used to collect data from 642 respondents through purposive sampling. SPSS software was used for data analysis. Such statistical methods as independent t-test, multiple regression, and AMOS were employed for structural equation modelling. Findings. The statistical results showed no significant difference in the levels of happiness between the male and female students. Physical, psychological, social, and financial factors and semester stress were found to contribute to the happiness of students, and gender had a significant impact on physical, financial, and semester stress. Finally, a happiness model was developed. Originality. This research presents a model with five major contributing factors to happiness during the pandemic for students in Indian HEIs. The impact of gender on overall happiness and its contributing factors were also studied. Research limitation. The study should be expanded in terms of data collection, reaching more regions of India and outside to generalise the results. Practical implication. The outcomes that emerged from the study can be incorporated into the curriculum to prioritise happiness and improve students’ learning. Social Implication. A modified curriculum will help students to remain happy which automatically increases learning.
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Shahnaz, Parveen. "Waves of Happiness-A Positive Revolution." 'Journal of Research & Development' 15, no. 16 (2023): 1–3. https://doi.org/10.5281/zenodo.8361904.
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<strong>Abstract-</strong> The present Article “Waves of Happiness- A Positive Revolution” is a research on application of Happiness Curriculum in Schools of D.O.E. (Directorate of Education), Delhi. The curriculum has brought a positive revolution not only in the behavioral issues of the school going children but in the adults as well . As we know that happiness is the ultimate goal of every individual. Everyone wants to lead a stress free and happy life but nobody knows How? To reduce that pressure, overcoming all the hurdles and still remain calm and composed is a big challenge. The article focuses on how happiness curriculum is the route to keep the mind calm and compose in all the walks of life. Students across the schools of Delhi have been practicing mindfulness and learning compassion, love and affection through stories, exercises and expression. The process has changed the total behavior of the students and teachers. They have got elevated mentally, emotionally physically and socially paving the way to their success. Thus the main objective of present article is to highlight the change in the behavior of the students thereby creating good citizens and humans above all.
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정용교 and 백승대. "Implementing Happiness Education in the Social Studies Curriculum." Journal of Research in Curriculum Instruction 14, no. 2 (2010): 335–56. http://dx.doi.org/10.24231/rici.2010.14.2.335.
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Zhou, Yuxuan. "A Study on the Contemporary Educational Value of the Confucian Concept of Happiness." International Journal of Education and Humanities 4, no. 1 (2022): 41–42. http://dx.doi.org/10.54097/ijeh.v4i1.1314.
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As an important part of the outlook on life, the concept of happiness has always been an important topic in ethics. The Confucian concept of happiness believes that the source of happiness is caring for others, the guarantee of happiness is self-restraint, and the real happiness is the common happiness of the whole society. The Confucian concept of happiness has positive guiding significance for the realization of personal social responsibility value. It benefits the development of a socialist harmonious society, and even the construction of a community of shared future for mankind. The Confucian concept of happiness still has an important educational value at present. It is meaningful for cultivating people to integrate the Confucian concept of happiness into the ideological and political education curriculum.
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Jain, Aashish, Nas ruddin, and Rohit Khokher. "IMPACT OF MINDFULNESS: A PERSPECTIVE OF TEACHERS OF DOE." Malaysian Mental Health Journal 2, no. 1 (2023): 16–25. http://dx.doi.org/10.26480/mmhj.01.2023.16.25.
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The department of education (DoE) of the government of NCT of Delhi (GNCT of Delhi) introduced Happiness Curriculum and Entrepreneurship Mindset Curriculum (EMC) in all government schools in 2019 for classes Nursery to VIII, and IX to XII respectively. Both curriculums have a strong component, Mindfulness; the state of being conscious or aware of the present moment. This is an ancient technique of meditation that somewhat differs from meditation and was discovered by Gautam Buddha more than 2500 years ago. The sole purpose of this component in both the curriculum is to teach the students to ensure harmony within their inner self, discover their self in the process of learning, and grow their self to achieve sustainable happiness from momentary happiness. To know the impact of mindfulness in students’ lives in the offline and online mode of teaching, an online survey was conducted by the State Council of Education Research and Teaching (SCERT), New Delhi among the students, teachers, and parents of DoE. This study presents the analysis with the help of statistical techniques such as mean, median, and mode of the teachers’ observations through the questionnaire on the impact of mindfulness on the students’ behavior and their learning process. More than 1400 teachers who are teaching approximately 70 thousand students participated in this survey. The insights drawn from this analysis are discussed in detail in the result section of the study which shows the positive and effective impact of mindfulness on students’ behavior and their learning process.
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Lee, Hyunsu. "The Direction of Artificial Intelligence-based Music Education from the Perspective of Happiness." Korean Society of Music Education Technology 59 (April 16, 2024): 127–50. http://dx.doi.org/10.30832/jmes.2024.59.127.
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The purpose of this study is to review music programs installed in AI(Artificial Intelligence) reveal the structure, and find the direction of music education, focusing on happiness, which has recently received increasing attention. For this research, the researcher review the formation and standards of happiness theory and extract happiness-related elements mentioned in the Ministry of Education's curriculum. Then, explore government policies on AI and the structure of programs equipped with music technology using AI. In conclusion, based on the analysis of happiness and AI music programs, the researcher drew implications for the direction of AI music education based on true happiness.
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Alam, Ashraf, and Atasi Mohanty. "Developing ‘Happiness Engineering’ Subject for the Schools in India: Designing the Pedagogical Framework for a Sustainable Happiness Curriculum." Qubahan Academic Journal 3, no. 4 (2023): 1–20. http://dx.doi.org/10.48161/qaj.v3n4a145.
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The aim of this research was to develop the ‘Happiness Engineering’ subject by designing a ‘sustainable happiness curriculum’ and ‘pedagogical framework’ for the schools of India by adopting the whole school approach. Happiness Engineering subject is modelled like any other traditional school subject, e.g., History, Chemistry, or Computer Science. The researchers have prepared it by adopting the scientifically proven ‘global best practices’ exercised in different schools, colleges, and university departments across the globe in ‘sustainability education’, ‘adjectival education’, and ‘well-being education’. It has been adapted and contextualised to be implemented in Indian schools by considering the available infrastructural resources in existing Indian schools and bearing in mind the feasibility of its effective transaction. Experiences of 129 experts from India that included senior secondary school teachers, school counsellors, pedagogical scientists, learning theorists, health experts, people from NGOs, and professors of education, were used to modify and contextualize the prepared curriculum framework for the ‘Happiness Engineering’ subject to effectively cater the needs of Indian senior secondary school students.
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Singh, Alka. "“Happiness curriculum” trans formative process to attain holistic development." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 1695–98. http://dx.doi.org/10.5958/2249-7137.2020.01674.2.
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Ping Bilong, Dorkas, Ida Juliana Hutasuhut, Mohamad Azhari Abu Bakar, and Nurul Wardhani. "Gratitude and Its Relationship with Students’ Psychological Well-Being and Happiness." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 11 (2021): 236–44. http://dx.doi.org/10.47405/mjssh.v6i11.1176.
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This study examines gratitude among undergraduate students of a public university in Malaysia and its relationship with psychological well-being and happiness. This study took 149 samples randomly from 235 undergraduate students who were asked to participate in answering Gratitude Questionnaire-6, Ryff's Scale of Psychological Well Being, and Subjective Happiness Scale. Correlation analysis shows a positive relationship between gratitude and students' psychological well-being and happiness. This study supports the previous studies that practicing gratitude is a positive way to enhance students' healthy psychological well-being and happiness in their life. This study recommends the university management to take consideration to cultivate gratitude practice embedded in the curriculum or in the extracurricular activities.
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Barker, Chris, and Brian Martin. "Dilemmas in Teaching Happiness." Journal of University Teaching and Learning Practice 6, no. 2 (2009): 5–19. http://dx.doi.org/10.53761/1.6.2.2.
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There is a burgeoning amount of research into happiness and greatly increased popular attention, so it seems logical to add a course on happiness to the university curriculum. We encountered, in developing and running such a course, a number of dilemmas that the topic of happiness makes especially acute. Should the teacher remain separate from the class, as an authority, or participate in group activities? Is the primary goal of the class to learn content or to change the relationship of students to the world? What does a mark for learning content signify if developing happiness habits is a goal? Should one goal of the class be for the teacher to be happy and, if so, does this conflict with student learning? These dilemmas reflect larger questions about the purpose of university education. This paper reflects on those questions through our experience of formulating and delivering a new university class on happiness.
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Kim, Su Jin, and Kyung Soon Jeong. "Mediating Effect of Economic Distress and Social Capital on the Relationship between Burnout and Happiness in Nursing Students." Journal of Health Informatics and Statistics 46, no. 3 (2021): 293–301. http://dx.doi.org/10.21032/jhis.2021.46.3.293.
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Objectives: The purpose of this study was to examine the mediating effects of economic distress and social capital on the relationship between burnout and happiness of nursing students.Methods: This study used Maslach Burnout Inventory-Student Survey, The Oxford Happiness Questionnaire, Incharge Financial Distress/Financial Well-Being Scale, and Internet Social Capital Scales. The data was analyzed by using frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and Person’s correlation coefficient. Baron and Kenny’s method was used to analyze mediating effect between burnout and happiness.Results: Burnout, happiness, social capital, and economic distress had correlation with each other. There were the mediating effects of economic distress and social capital on the relationship between burnout and happiness of respondents.Conclusions: The result showed the mediating effects of economic distress and social capital on the relationship between burnout and happiness of nursing students. To increase happiness, it is necessary to apply a curriculum to strengthen the ability of nursing students.
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Kim, Su Jin. "Mediating Effect of State Anxiety and Interpersonal Relationship on the Relationship between Self-forgiveness and Happiness in Nursing Students." Journal of Health Informatics and Statistics 49, no. 3 (2024): 238–47. http://dx.doi.org/10.21032/jhis.2024.49.3.238.
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Objectives: The purpose of this study was to examine the mediating effects of state anxiety and interpersonal relationship on the relationship between self-forgiveness and happiness of nursing students.Methods: This study used The Korean version of the State Self-forgiveness Scale, State Anxiety Inventory, Relationship Change Scale, and The Oxford Happiness Questionnaire. The data was analyzed by using frequency, percentage, mean, standard deviation, t-test, one-way ANOVA, and Pearson’s correlation coefficient. Baron and Kenny’s method was used to analyze mediating effect between self-forgiveness and happiness.Results: Self-forgiveness, happiness, state anxiety, and interpersonal relationship had correlation with each other. There were the mediating effects of state anxiety and interpersonal relationship on the relationship between self-forgiveness and happiness of respondents.Conclusions: The result showed the mediating effects of state anxiety and interpersonal relationship on the relationship between self-forgiveness and happiness of nursing students. To increase happiness, it is necessary to apply curriculum to reduce state anxiety and improve interpersonal relationship.
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Alam, Ashraf. "Investigating Sustainable Education and Positive Psychology Interventions in Schools Towards Achievement of Sustainable Happiness and Wellbeing for 21st Century Pedagogy and Curriculum." ECS Transactions 107, no. 1 (2022): 19481–94. http://dx.doi.org/10.1149/10701.19481ecst.
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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.
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Ko, Young Ja. "The Effect of Pre-service Early Childhood Teachers' Play Teaching Efficacy on Happiness and Playfulness." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 9 (2023): 815–29. http://dx.doi.org/10.22251/jlcci.2023.23.9.815.
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Objectives The purpose of this study is to identify the level of play teaching efficacy, happiness, and playfulness of pre-service early childhood teachers, and to investigate the effect of teaching efficacy on happiness and playfulness.
 Methods According to the purpose of the study, a survey was conducted to find out the level of play teaching efficacy, happiness, and playfulness among 144 students attending early childhood education departments at four-year universities in Seoul and Gyeonggi.
 Results Pre-service early childhood teachers' play-teaching efficacy, happiness, and playfulness appeared to be above average, and there was a positive correlation between play-teaching efficacy, happiness, and playfulness. In addition, pre-service early childhood teachers' teaching efficacy was found to have a positive effect on their happiness and playfulness.
 Conclusions According to the results of this study, a curriculum that can enhance pre-service early childhood teachers' sense of play teaching efficacy should be provided. In addition, it suggests that teacher support training should be provided to enhance happiness and playfulness of teachers through play teaching efficacy.
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Cho, Eun Jung, and Su Kyung Shin. "Mediating effect of Empathic ability on the Relationship between Self-leadership and Happiness of Early Childhood teachers." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 21 (2023): 265–76. http://dx.doi.org/10.22251/jlcci.2023.23.21.265.
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Objectives The purpose of this study is to investigate the effect of self-leadership and empathic ability required of early childhood teachers on happiness and what mediating role empathic ability plays in the relationship be-tween self-leadership and happiness of early childhood teachers.
 Methods A questionnaire survey of 175 early childhood teachers in G city on self-leadership, happiness, and em-pathy of early childhood teachers was conducted and data were subjected to frequency, percentage, correlation analysis and mediated regression analysis.
 Results It was found that there was a correlation between early childhood teachers' self-leadership, empathy, and happiness, and early childhood teachers' self-leadership had a positive effect on empathy, happiness, and static impact. It was found that early childhood teachers' empathy partially mediated the relationship between self-leadership and happiness.
 Conclusions For the efficient operation of the currently implemented child and play-oriented nuri-curriculum, it is required to develop and implement various teacher training programs that can enhance infant teachers' self-leadership, empathy, and happiness.
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Pokhrel, Romkanta, Bhagwan Aryal, and Manual Selvarage Bexci. "Values-based Curriculum and Pedagogy for 21st century Learners: School Practices in Nepal." Interdisciplinary Research in Education 8, no. 1 (2023): 136–52. http://dx.doi.org/10.3126/ire.v8i1.56733.
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Integrating values in curricular and pedagogical activities has become a pressing need to produce responsible social citizens with good hearts and great minds. To cultivate these traits, values need to be reflected in and be the part of school curriculum and pedagogy. In this context, school practices play a pivotal role to make values a part of everyday activity. This study attempts to examine such practices in public, private, and traditional/religious schools in Nepal. Schools were selected purposively by visiting their online profiles. Information was collected from twenty school heads via a semi-structured interview, school visits, and classroom observations. The study found that private and public schools have initiated teaching/integrating values through a range of curricular structures and pedagogical practices like happiness curriculum, IB curriculum, education in human values curriculum, living school curriculum, culture-based [sanskar] curriculum, progressive learning approach, and innovative pedagogical models. It was also found that schools have designed their internal curricula within the spirit of the national curriculum framework to integrate soft skills and values in regular lessons. Traditional/religious schools have been found blending general courses and certain religious values like Gurukul schools- teaching Vedic values, Madrasa schools- teaching Islamic values, Gonpas/Monasteries- teaching Buddhist/Tibetan values, and St. Xavier schools- teaching Jesuit values. Having these noticeable initiatives in values education in Nepal, effective endorsement from the policy level is required for visible impacts.
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Kim, Eun-Joo, Ji-Young Lim, Geun-Myun Kim, and Seong-Kwang Kim. "Nursing Students’ Subjective Happiness: A Social Network Analysis." International Journal of Environmental Research and Public Health 18, no. 21 (2021): 11612. http://dx.doi.org/10.3390/ijerph182111612.
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Improving nursing students’ subjective happiness is germane for efficiency in the nursing profession. This study examined the subjective happiness of nursing students by applying social network analysis (SNA) and developing a strategy to improve the subjective happiness of nursing. The study adopted a cross sectional survey to measure subjective happiness and social network of 222 nursing students. The results revealed that the centralization index, which is a measure of intragroup interactions from the perspective of an entire network, was higher in the senior year compared with the junior year. Additionally, the indegree, outdegree, and centrality of the social network of students with a high level of subjective happiness were all found to be high. This result suggests that subjective happiness is not just an individual’s psychological perception, but can also be expressed more deeply depending on the subject’s social relationships. Based on the study’s results, to strengthen self-efficacy and resilience, it is necessary to utilize strategies that activate group dynamics, such as team activities, to improve subjective happiness. The findings can serve as basic data for future research focused on improving nursing students’ subjective happiness by consolidating team-learning social networks through a standardized program approach within a curriculum or extracurricular programs.
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Maisyaroh, Maisyaroh, Budi Wiyono Bambang, Chusniyah Tutut, Amirul Adha Maulana, and Villa Valdez Anabelie. "Existence of independent learning curriculum and portrait of ideal curriculum management in laboratory schools." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1187–96. https://doi.org/10.11591/edulearn.v18i4.21729.
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Each schools have the autonomous right to manage and develop an independent curriculum according to its potential. However, the implementation of the independent learning curriculum is dependent on proper management at the school level, so there may be obstacles faced by schools in managing the independent learning curriculum. The purpose of this study is to investigate the concept and problems, as well as school strategies in managing an independent learning curriculum in laboratory schools. This research was studied qualitatively with a multi-site study design. Data collection was conducted through focus group discussions (FGDs) with semistructured interviews, observations, and documentation studies. Data validity was checked using source triangulation, discussion among fellow researchers, and adequacy of reference materials. Data analysis techniques used constant comparative analysis. The results show that learning activities in the independent curriculum emphasize character education and the achievement of students' happiness in learning, and schools implement differentiated learning and simplify the values contained in P5 through projects and fun learning. This research contributes theoretically and practically, by complementing previous literature and can be a guide for school managers in order to ideally manage an independent curriculum.
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Ebadi, Seyed Hossein, Narges Keshtiaray, Asghar Aghaei, and Alireza Yousefy. "Curricular Content for Pupils’ Mental Health." International Education Studies 9, no. 12 (2016): 137. http://dx.doi.org/10.5539/ies.v9n12p137.
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<p class="apa">Present-day curricular designs have to take the pupils’ psychological needs in account, thus becoming melodies of mental health and happiness for the next generation. Emphasizing the findings from previous investigations using the research synthesis methodology, the present study has been conducted aiming at achieving some integrative knowledge under the inclusive title of “Mental Health Improvement-based Curricular Content.” Goal-oriented homogeneous sampling method was applied in order to select 100 research papers from Iranian scholars on the subject of pupils’ mental health improvement using accredited databases between 2005 and 2016. Data analysis using open subject coding encompassing three stages, namely open, axial, and selective coding, indicated that a curriculum with contents in two overall categories of mental health literacy (optimism and positive thinking; socialization; monotheistic life; happiness; self-efficacy; self-awareness and self-actualization &amp; …) and mental health skills (emotions management, interpersonal communication, critical thinking, adaptability, tolerance, and finally &amp; ...) has to be designed in order to improve the pupils’ mental health.</p>
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Mawardi, Moh Maqbul, and Fida Ruhiyah. "The Relevance of Positive Education Concept for Pesantren in Indonesia." Jurnal Pendidikan Islam 8, no. 2 (2022): 163–76. http://dx.doi.org/10.15575/jpi.v8i2.19855.
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Studies on positive education that integrates traditional education with happiness and well-being is increasing rapidly. Unlike previous studies that were conducted in context of the Western world, the study aims to examine the relevance of special positive education to the education system in Indonesia particularly at pesantren. The research uses a qualitative approach with a case study design examining the concept of positive education offered by Seligman and its relevance to the education system at pesantren. The results show that the positive education program was designed at pesantren to teach well-being and achievement. Its implementation consists of several stages: teaching, embedding, and living positive education. The education system at pesantren is carried out in a curriculum namely the academic curriculum and the hidden curriculum. The hidden curriculum becomes a medium for transformation of santri character, values, morals, resilience, and the meaning of life based on religious values. There is a relevance relationship between the education system offered in positive education and the education system applied at pesantren. Pesantren in fact have implemented the principles offered by positive education although they have not taught specifically in one material about well-being, happiness and resilience as programmed in the implementation of positive education.
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Shin, Jihye. "The Effect of Young Children's Happiness Program Linked with Nuri Curriculum on Young Children's Happiness and Self-esteem." Korean Journal of Childcare and Education 12, no. 5 (2016): 17–45. http://dx.doi.org/10.14698/jkcce.2016.12.05.017.
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Dsouza, Josmitha Maria, Jacintha Veigas, Neevan DR Dsouza, and Shrinivasa Undaru Bhat. "Effectiveness of Interaction with Children on Happiness among the Elderly: A Pilot Study." Bangladesh Journal of Medical Science 21, no. 2 (2022): 318–22. http://dx.doi.org/10.3329/bjms.v21i2.58064.
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Objective: Happiness is a crucial component of human lives. It is thus logical to assume that considering satisfaction and joy will produce profitable outcomes. The study intended to examine the effectiveness of interaction with children on happiness among the elderly. Methods: We chose 20 institutionalized elderly and assigned them randomly to experimental and control groups. We used the happiness rating scale to test the happiness levels among the elderly. We chose children for interaction based on their attitudes towards the elderly. Then the experimental group elderly interacted with the children twice a week for four weeks. Results: The paired ‘t’ test calculated for the experimental (P value= < 0.001) and control group (P value= 0.472) implied that the interaction with children is useful to enhance elderly happiness. Conclusion: We thus recommend that the educational curriculum include the children’s visit to the elderly homes. Also, establishing children’s homes and the elderly homes under one roof can benefit either group. Bangladesh Journal of Medical Science Vol. 21 No. 02 April’22 Page : 318-322
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Damini, Singh, Shetty Rajesh, Nimonkar Ravi, and Singh PMP. "Happiness Level in Medical Undergraduates: A Cross Sectional Study." International Journal of Pharmaceutical and Clinical Research 16, no. 6 (2024): 504–11. https://doi.org/10.5281/zenodo.12732996.
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<strong>Background</strong><strong>: </strong>Understanding the factors influencing happiness among undergraduate medical students is crucial for improving their well-being and academic performance. This study aims to assess the levels of happiness and identify the determinants contributing to happiness among these students. The well-being of medical students is a crucial aspect of their academic success and future professional performance. This study investigates the levels of happiness among undergraduate medical students and identifies key factors influencing their happiness. <strong>Methods</strong><strong>:</strong> A cross-sectional study was conducted among 420 undergraduate medical students of a medical college in Western Maharashtra. Participants completed a structured questionnaire, including the Oxford Happiness Questionnaire and additional sections on demographic and socio-economic information. Data were analysed using descriptive statistics and multivariate regression to identify significant predictors of happiness. <strong>Results</strong><strong>:</strong> Among all the participants, 67.62% of the medical undergraduates were found to be happy. The mean OHQ happiness score was 4.28± 0.72. Female students, young age students, and students belonging to upper socio-economic class were found to be happier. Level of physical activity, good relation with friends/family, absence of stress in past 6 months, own choice of course were significantly associated with happiness. <strong>Conclusion</strong><strong>:</strong> The findings of our study highlight the importance of fostering positive connections and integrating stress management techniques and physical activity into the medical curriculum which will help in alleviating stress in medical students and increase the happiness quotient.
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Ji, Jingtang. "A Practical Exploration in the Construction of Happiness Course in Rural Primary School." Science Insights Education Frontiers 10, S1 (2021): 3. http://dx.doi.org/10.15354/sief.21.s1.ab033.
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Rural revitalization strategy is considered as an important measure in the realization of the modernization of socialism with Chinese characteristics, and rural education holds the balance in the strategy of rural revitalization. This article sticks to the “four confidences” from the perspective of the school, on the basis of the developing the happiness courses, contributing to the form of “triple learning across villages”, which is the new modality of rural curriculum education, and also exploring the new model of curriculum development featured rural characteristics, so as to devote to the new route of helping rural revitalization through education.
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Baghdadi, Nadiah A., Chandrakala Sankarapandian, Judie Arulappan, Murad H. Taani, Julia Snethen, and Shaherah Yousef Andargeery. "The Association between Nursing Students’ Happiness, Emotional Intelligence, and Perceived Caring Behavior in Riyadh City, Saudi Arabia." Healthcare 12, no. 1 (2023): 67. http://dx.doi.org/10.3390/healthcare12010067.
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Background: Caring behavior is a major focus of the nursing profession and an important dimension of nursing practice that sets nurses apart from other healthcare professionals. Effective patient-centered care requires ensuring nurses have the emotional intelligence and happiness to address the daily demands of practice. The purpose of this study is to examine the emotional intelligence and happiness among nursing students and their relationship with caring behaviors. Methods: A cross-sectional, descriptive correlational study was conducted on nursing students (n = 363) from Riyadh, Kingdom of Saudi Arabia, via an online survey. Measures include demographic data survey, Oxford Happiness Questionnaire, Trait Emotional Intelligence Questionnaire, and Caring Behaviors Inventory scale. Descriptive and multiple regression analyses were conducted for this study. Results: Nursing students reported their highest degree of caring was in terms of ‘respectful differences to others’, while their lowest was in ‘knowledge and skills’. Emotional intelligence and happiness were significant predictors of caring behaviors and explained the variance in assurance of human presence (17.5%), knowledge and skills (17.5%), respectful differences to others (18%), and positive connectedness (12.9%). In the final regression model, emotional intelligence and happiness were significant predictors of caring behaviors and explained 19.5% of the variance. Conclusions: Emotional intelligence and happiness among nursing students were found to be important factors to improve their caregiving behaviors. Therefore, nursing educators should consider integrating emotional intelligence and happiness interventions for students into their curriculum.
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Yang, Eun-Joo, and Mi-Young Choi. "Elementary Education Curriculum for Children's Happiness and Freedom Based on Rousseau's Emile." Journal of Curriculum and Evaluation 13, no. 3 (2010): 1–29. http://dx.doi.org/10.29221/jce.2010.13.3.1.
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Shin, Yunbeom, Jahyeong Lee, and Hyoheon Won. "Structural analysis on the effect of learner-centered classes on creative thinking and self-management competencies of high school students through learning motivation and school happiness." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (2022): 37–57. http://dx.doi.org/10.22251/jlcci.2022.22.15.37.
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Objectives In this study, the structural relationship between the factors of learner-centered classes on creative thinking and self-management competencies through learning motivation and school happiness was compared and analyzed, focusing on the application of the 2015 revised curriculum and before and after COVID-19.
 Methods To this end, structural equation model analysis and difference analysis were conducted on high school student data in the 1st, 4th, and 5th years of the BELS(Busan Education Longitudinal Study), and mediating path analysis using phantom variables was conducted to verify the two parameter paths, respectively.
 Results First, as a result of analyzing the differences before and after the application of the 2015 revised curriculum, high school students (2019) showed a statistically significant increase in all variables compared to high school students (2016) before the application. In the pre- and post-COVID-19 analysis, it was confirmed that self-management competency increased and learner-centered classes decreased after COVID (2020 high school 2) compared to before COVID (2019 high school 1), and no significant difference was found in the remaining variables. Next, as a result of verifying the mediating path of the research model, learning motivation and school happiness in learner-centered classes and creative thinking competencies were found to have complete mediating effects in all years, and partial mediating effects in learner-centered classes and self-management competencies. In particular, after COVID-19, the influence of all mediated routes decreased significantly compared to before COVID-19.
 Conclusions Based on the results of the study, it was possible to confirm the influence of the 2015 revised curriculum and COVID-19, the importance of learning motivation and school happiness in the high school field.
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Cavanagh, Tom. "Schooling for happiness. Rethinking the aims of education." Kairaranga 9, no. 1 (2008): 20–23. http://dx.doi.org/10.54322/kairaranga.v9i1.107.
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The release of The New Zealand Curriculum causes us to rethink the aims of education. Dr Cavanagh offers an alternative set of aims to the vision outlined in the Ministry of Education document, which is based, at least in part, on socialisation into the corporate industrial world.Dr Cavanagh's position is focused on putting relationships at the centre of who and what we are as schools. He believes if we create a culture of care in schools, students will behappy and flourish. As a result, the two major domains of schooling will be joined together - student behaviour and teacher pedagogy. This emphasis will help students and teachers to build their capacity to solve problems non-violently by learning how to build healthy relationships and heal broken relationships.
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Maisyaroh, Maisyaroh, Bambang Budi Wiyono, Tutut Chusniyah, Maulana Amirul Adha, Anabelie Villa Valdez, and Indra Lesmana. "Existence of independent learning curriculum and portrait of ideal curriculum management in laboratory schools." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1187–96. http://dx.doi.org/10.11591/edulearn.v18i4.21729.
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Each schools have the autonomous right to manage and develop an independent curriculum according to its potential. However, the implementation of the independent learning curriculum is dependent on proper management at the school level, so there may be obstacles faced by schools in managing the independent learning curriculum. The purpose of this study is to investigate the concept and problems, as well as school strategies in managing an independent learning curriculum in laboratory schools. This research was studied qualitatively with a multi-site study design. Data collection was conducted through focus group discussions (FGDs) with semistructured interviews, observations, and documentation studies. Data validity was checked using source triangulation, discussion among fellow researchers, and adequacy of reference materials. Data analysis techniques used constant comparative analysis. The results show that learning activities in the independent curriculum emphasize character education and the achievement of students' happiness in learning, and schools implement differentiated learning and simplify the values contained in P5 through projects and fun learning. This research contributes theoretically and practically, by complementing previous literature and can be a guide for school managers in order to ideally manage an independent curriculum.
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Lee, Youn Seung. "A case study on educational activities that take advantage of the characteristics of small-scale Happiness elementary school in Gyeonggi-do." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 6 (2025): 929–50. https://doi.org/10.22251/jlcci.2025.25.6.929.
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Objectives The purpose of this study is to explore the main educational activities in the curriculum that take advantage of the small school characteristics of Happiness Elementary School in Gyeonggi-do and how students and teachers' autonomous educational activities that take advantage of the small school characteristics are operated. Methods The subjects of the study were a total of 70 students, 9 teachers, and 5 parents of Happiness Elementary School. Data were collected and analyzed by document data, participatory observation, and in-depth interviews. In the data collection and analysis stage, triangular verification and confirmation of participants in the entire research process, and peer teacher review were conducted to improve the validity of the study. Results The results of the study are as follows. First, the educational activities in the curriculum utilizing the characteristics of small-scale schools in Happiness Elementary School operated student-centered culture and arts education based on the Hanulim Ukulele Band and Sharing Education Theater Project, drone free flight and 3D printing education projects to foster future capabilities in the era of the 4th industrial revolution, and ecological experience garden classes where dreams grow. Second, student autonomy activities were activated by autonomous educational activities of students and teachers utilizing the characteristics of small-scale schools in Happiness Elementary School, various student clubs were operated autonomously, teacher badminton sports clubs were operated in connection with student sports badminton clubs, and teacher music band clubs were operated autonomously in connection with professional learning communities. Conclusions This study suggests that educational activities that reflect the environment of small schools have unique characteristics that differentiate them from large schools, and that there is a need to expand the perspective to understand the educational activities of small schools.
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Izza Nazalia and Lailatul Fitria. "The Concept Of Education In The Qur'an: A Critical Study Of Al-Ghazali's Thinking." Didaktika: Jurnal Kependidikan 13, no. 2 (2024): 2253–66. http://dx.doi.org/10.58230/27454312.672.
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This article discusses the concept of education in the Al-Quran from Al-Ghozali's perspective. The research method used by researchers is to use a literature review. This research uses subjective procedures with a descriptive qualitative approach. Based on the results of the literature analysis, it can be concluded that, according to Al-Ghazali, good education is a way to get closer to Allah and gain happiness in this world and the hereafter. Al-Ghazali combines happiness in this world and happiness in the afterlife. In Al-Ghazali's view, educational goals consist of two, namely long-term goals and short-term goals. The curriculum phasing formulated by Al-Ghazali is in accordance with the children's education process taught by Muhammad Rasulullah SAW. Meanwhile, according to Al-Ghazali, educational methods are religious education methods and moral education methods. There are different explanations of education in the Qur'an which basically have one unity in the educational process so that they are able to navigate current and future life.
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Defa, Defa, I. Made Sutaja, and I. Wayan Suja. "Implementation of the Independent Curriculum in Building the Character Profile of Pancasila Students Based on Tri Hita Karana in Elementary Schools." JURNAL MANAJEMEN AGRIBISNIS (Journal Of Agribusiness Management) 12, no. 1 (2024): 063. http://dx.doi.org/10.24843/10.24843/jma.2024.v12.i01.p06.
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One of the most important achievements of education is the development of Pancasila-based character and behavior that are able to make the name of the region and nation proud. Currently, education must be adapted to the current curriculum concept, namely the Merdeka curriculum, in order to produce students who are creative, imaginative, and characterful. Because Tri Hita Karana has a consistent goal of achieving happiness or harmony in life, it is very consistent with building a character profile of Pancasila students, which is one of the objectives of implementing the Independent Curriculum. Learning today is very close to technological changes; therefore, it is important to balance students in managing life harmony to build student character with the idea of Tri Hita Karana.
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Defa, Defa, I. Made Sutaja, and I. Wayan Suja. "Implementation of the Independent Curriculum in Building the Character Profile of Pancasila Students Based on Tri Hita Karana in Elementary Schools." JURNAL MANAJEMEN AGRIBISNIS (Journal Of Agribusiness Management) 12, no. 1 (2024): 063. http://dx.doi.org/10.24843/jma.2024.v12.i01.p06.
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One of the most important achievements of education is the development of Pancasila-based character and behavior that are able to make the name of the region and nation proud. Currently, education must be adapted to the current curriculum concept, namely the Merdeka curriculum, in order to produce students who are creative, imaginative, and characterful. Because Tri Hita Karana has a consistent goal of achieving happiness or harmony in life, it is very consistent with building a character profile of Pancasila students, which is one of the objectives of implementing the Independent Curriculum. Learning today is very close to technological changes; therefore, it is important to balance students in managing life harmony to build student character with the idea of Tri Hita Karana.
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Rasidi, Rasidi, and Robiul Fitri Mashitoh. "ANALISIS INDEKS KEBAHAGIAAN KEPALA SEKOLAH DAN GURU DALAM KEGIATAN BIMBINGAN TEKNIS PROGRAM SEKOLAH PENGGERAK." Jurnal Jendela Inovasi Daerah 5, no. 2 (2022): 144–63. http://dx.doi.org/10.56354/jendelainovasi.v5i2.125.
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“Sekolah Penggerak” is a policy of the Ministry of Education, Culture, Research, and Technology, since 2021. The program is an effort to realize Indonesia's education vision in realizing "A Sovereign, Independent, and Personalized Advanced Indonesia through the Creation of Pelajar Pancasila." Development of student learning outcomes holistically which includes competence (literacy and numeracy) and character, with superior human resources (principals and teachers). The purpose of this study is to reveal the psychological side by discussing the happiness index of principals and teachers in increasing happiness in the technical guidance of “Sekolah Penggerak”. The method used is the mix method. The data begins with quantitative research to see the condition of the happiness index descriptively, then traces a qualitative approach and looks for the root of the problem and the solution chosen. Furthermore, an analysis is carried out to find solution recommendations to solve the problems of happiness experienced by teachers and principals. The results showed that the happiness index in following the technical guidance showed an average of 80 %. The influencing factors are internal and external factors. The internal factors are 1) the interest of the technical guidance participants to the adaptation of the independent curriculum, 2) the teacher's self-concept, 3) self-management. The external factors are 1) the living environment, 2) the ability of the technical guidance facilitator, 2) the support of colleagues at school.
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Tsvetkova, Nadezhda, Pavel Kislyakov, Kira Lagvilava, and Natalia Semenova. "Regional Specifics of Psychological Well-Being among Graduate Students of the Faculty of Psychology." Education & Self Development 18, no. 3 (2023): 230–44. http://dx.doi.org/10.26907/esd.18.3.15.
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The relevance of studying the specifics of the psychological well-being among psychology students is due to the need to prevent their professional burnout and improve the image of the psychology profession. The purpose of the study was to identify differences in the general level and specific indicators of psychological well-being and happiness of final-year students of the psychology department of the capital and regional universities. Ryff's theory of psychological well-being, the provisions of cognitive, positive and personality-oriented approaches were used; in addition to Ryff's multidimensional model of psychological well-being, the M.W. Fordyce scale of happiness and the S. Lyubomirsky & N. Lepper scale of subjective happiness were used. The sample consisted of 200 full-time graduate students from the Faculty of Psychology at two regional universities and a Moscow university. It was shown that the groups differ significantly in eight parameters of psychological well-being and happiness: life goals; self-acceptance; competence; general level of psychological well-being; degree of happiness; time “on the rise”; time of feeling unhappy; level of subjective happiness. The paper concludes that psychology students from a capital university are significantly happier than their peers from regional universities. Methods of autopsychocorrection of negative cognitions are proposed to improve psychological well-being of students. The practical significance lies in the possibilities of using the obtained results to improve course programs as part of the curriculum of the main professional educational program (Psychology), training courses and educational work with students.
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Doughty, Alyssa, and Jennifer Taylor. "Looking for a bright side: Tales from a recreational therapy virtual service-learning project during a pandemic." Innovation in Aging 5, Supplement_1 (2021): 734–35. http://dx.doi.org/10.1093/geroni/igab046.2733.
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Abstract The everchanging policies and inability to utilize university students due to COVID-19 impacted both residents living in long-term care as well as the next generation of students pursuing careers in the field. University Wisconsin-La Crosse (UWL) faculty strategized solutions as restrictions threatened to impact hands-on opportunities for students. Was there a safe and effective solution to offer residents evidence-based programming while also providing students with vital field experience? Simply stated, the answer was yes. Thus, the UWL Happiness Project was born. This session will outline the UWL Happiness Project, a ten-week, telehealth program implemented between a skilled nursing facility in rural Wisconsin and the UWL Therapeutic Recreation Program, an AGHE Program of Merit for Health Professions designated program. The evidence-based curriculum was developed by an emerging UWL graduate student scholar with faculty mentorship. The innovative curriculum focuses on increasing feelings of happiness using PERMA, a theoretical model grounded in positive psychology. During virtual sessions, older adult residents (ages 65-85) and students built connection while working through weekly focus areas (e.g. vitality, mindfulness, friendship). An overview of AGHE competencies addressed within the project, online course demonstration, and assignment development will be discussed along with information about how these connections fostered an opportunity for students to see aging from a different perspective. This is the first time we are presenting results from the newly developed program. In this, we look forward to sharing student measurements and outcomes, as well as lessons learned during this meaningful, stimulating, and insightful educational session.
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Zamroji, Muhammad. "Konsistensi Ideologi Pendidikan Agama Islam Di Tengah Perubahan Kurikulum Pendidikan Di Indonesia." Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman 10, no. 1 (2024): 128–43. http://dx.doi.org/10.54437/urwatulwutsqo.v10i1.1763.
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Islamic education ideology is a systemic concept based on the Koran, al-Hadith, and ijtihad which aims for the happiness of human life in this world and the hereafter. The curriculum includes material from religious studies (aqidah, syari’ah, and morals) as well as general subjects such as mathematics. The methods used are classical and modern methods. Meanwhile, conservative educational ideology places more emphasis on conventional teachings which assume that everything humans do is God's will. The curriculum places more emphasis on moral aspects and the methods used also tend to be conventional, such as lectures. This is different from the ideology of liberal education which prioritizes individual freedom to develop educational concepts. The curriculum places more emphasis on practical matters and the teaching methods are free to suit individual wishes
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Saltmarsh, Sue, and I.-Fang Lee. "Playing with happiness: Biopolitics, childhood and representations of play." Contemporary Issues in Early Childhood 22, no. 4 (2021): 296–311. http://dx.doi.org/10.1177/14639491211046958.
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Play is a central discourse in policy and practice pertaining to young children's learning, development and well-being in many countries around the world. Dominant ways of understanding and advocating for play often construct universalising notions of children and childhood, overlooking that play is always-already culturally situated and ideologically inflected. In play discourse, happiness is constituted as an unproblematised condition, goal and outcome of children's play, and as an antidote to contemporary childhoods burdened by geopolitical, social and environmental issues. In this article, the authors analyse images of children at play in curriculum frameworks, documents and reports, exploring the ways that happiness consistently features as a largely unspoken/unwritten expectation and rationale for policies and policy advocacy concerning play in early childhood. Informed by post-structural theories of biopolitical power, everyday practices and the cultural politics of emotion, and utilising analytical techniques from social semiotics and discourse analysis, the authors argue that visual representations in the documents analysed depict play and happiness as co-implicated. They contend that these representations function in the production of play discourses that both assume and obligate children and childhood to happiness. They interrogate play in these terms, critiquing discursive tropes that are contingent on the co-implication of play and happiness with biopolitical subjectification in order to consider the relevance and utility of play as a policy and pedagogical export to diverse parts of the world.
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Nurmala, Eka, Baihaqi Baihaqi, Nazilul Hamidi, Sahar Saleh, and Ryan Puby Sumarta. "The Impact of Positive Psychology Interventions in Increasing Learning Satisfaction." SABIQ: Jurnal Sosial dan Bidang Pendidikan 2, no. 1 (2025): 34–41. https://doi.org/10.62554/69w95b95.
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Learning satisfaction is a main factor determining students' academic success and psychological well-being. Positive psychology is a branch of psychology that emphasizes strengthening positive aspects in individuals, such as positive emotions, happiness, and optimism. This study uses the Systematic Literature Review (SLR) method to identify and analyze relevant literature on positive psychology interventions in improving learning satisfaction. The results of this study are: 1) Positive psychology interventions have a significant impact on students' learning satisfaction; 2) Gratitude exercises, mindfulness, happiness interventions, strength-based approaches, and social support be effective in enhancing more positive learning experiences; and 3) The implications of this study emphasize the importance of integrating positive psychology strategies into the curriculum and education policies to create a healthier learning environment and support student well-being.
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Maurya, Ved Prakash, Niyaz Varis Varasi, and Abhishek Banga. "A Study on Happiness and Peace of Mind of Educators Working in the Basic Education Department Uttar Pradesh." International Journal of Science and Social Science Research 2, no. 3 (2024): 77–79. https://doi.org/10.5281/zenodo.14010670.
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In the modern competitive era maintaining life with peace of mind and feeling of happiness is highly difficult task for anyone because of fulfilling social desires, professional demands, personal responsibilities and individual’s needs and others expectations. Everyone experiences stress and pain differentially. In the last few years Government of India (GOI) and Government of Uttar Pradesh has started paying emphasis on improving quality of basic education through initiatives like Mission PRERNA and NIPUN Bharat Mission. DIET lecturers and school teachers are an important part to meet the objectives of this mission. Keeping this in view the current study aims to explore level of happiness and peace of mind of school teachers and DIET lecturers. In this study total number of 165 school teachers and DIET lecturers of Uttar Pradesh were enrolled for data collection using four self-report questionnaires of Oxford Happiness questionnaire and Peace of Mind. The data were analyzed by using descriptive analysis and t- test through SPSS. As per the results, Mean score of happiness of school teachers were 3.26 while DIET lecturers were 2.56. The t test score (5.289, p > 0.01) shows significant diference between levels of happiness among school teachers and DIET Lecturers. School teachers reported experiencing higher levels of happiness than DIET lecturers. Furthermore, the mean score of peace of mind (PoM) for school teachers was 19.40, while DIET lecturers scored 18.53, indicating a difference in their experiences. However, the t-test score (0.548, p < 0.05) reveals no significant difference between the two groups. Despite this, school teachers generally report a greater sense of peace of mind compared to DIET lecturers. One possible reason for this could be the nature of the roles and responsibilities assigned i.e. DIET need to perform varied tasks related to administration, teaching and curriculum development.
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Islahudin, Islahudin, and Muhajir Muhajir. "PENDIDIKAN INTELEKTUAL DALAM PERSPEKTIF ALI IBN ABI THALIB." QATHRUNÂ 8, no. 1 (2021): 21. http://dx.doi.org/10.32678/qathruna.v8i1.4783.
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This study aims to determine the intellectual education of Ali bin Abi Thalib. The research method uses data collection techniques in the form of studying and collecting data through reading materials sourced from primary books and secondary books related to the themes discussed. This type of research is qualitative with library research, namely collecting data or scientific papers from the library, and analyzing it with content analysis. The results of his research are that the purpose of education is to humanize humans and deliver them to true happiness (al-sa'adah al-abadiyah). The curriculum used is an educational curriculum that is not much different from the curriculum of the Prophet Muhammad. The educational method used is sima'ah, which is a method that emphasizes the listening dimension, siyahah, which is an observation method based on wandering experience and siyadah, is a method of instilling authority in the realm of leadership.
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Park, Chanho, and Il-Hwan Chung. "Analysis of the Achievements of Daegu Happiness Competency Education with a Focus on Curriculum." Korean Comparative Education Society 28, no. 4 (2018): 221–48. http://dx.doi.org/10.20306/kces.2018.28.4.221.
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Landor, Miriam. "Building happiness, resilience and motivation in adolescents: a positive psychology curriculum for well-being." Educational Psychology in Practice 29, no. 3 (2013): 329–30. http://dx.doi.org/10.1080/02667363.2013.819667.
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Lim, Eun Bi. "Happiness of Medical Students and Tasks in Medical Education." Korean Medical Education Review 13, no. 2 (2011): 25–37. http://dx.doi.org/10.17496/kmer.2011.13.2.025.
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Purpose: Core competencies for becoming a good physician have been the focus of recent discussion. Understanding students’ state of mind should be included in this analysis. Thus, the purpose of this study was to review recent research papers on subjective well-being in medical education and propose some suggestions. Methods: A selective search was conducted of the literature that has been published since 2000 in the Medline, Riss4U, ERIC, and KoreaMed databases using the search terms “happiness”, “subjective well-being”, “satisfaction”, and “stress”. Thirty seven studies were included in this review. Each was categorized according to 3 subjects (satisfaction, positive affect, negative affect). Results: Most studies showed relatively high levels of distress in medical students, which was related to academic worries. Although medical students were under a great deal of distress, they regarded help-seeking behavior for their distress as weakness or something negative. Conclusion: To decrease medical students’ distress and sustain their well-being, there should be a change in students’ awareness through curriculum, teaching methods, and coping strategies in medical education.
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Taufikurrahman, Taufikurrahman. "KONSEP PENDIDIKAN UNGGUL DALAM AL-QUR’AN (KAJIAN TEMATIS SURAT LUQMAN)." Dirosat : Journal of Islamic Studies 1, no. 2 (2017): 165. http://dx.doi.org/10.28944/dirosat.v1i2.18.
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Al-Qur’an contains many valuable pointers on educational matters. Surah Luqmān, the 31st surah in al-Qur’an, is one of several important repositories of those pointers. This article tries to scrutinize the concept of Excellent Education in Surah Luqmān by focusing on two main points, namely the aim of education and the curriculum of childhood education. The study reveals that excellent education in al-Qur’an directs people to know their selves well and to perform their true functions in life. The concept of excellent education in al-Qur’an is formulated in an integrated and all-inclusive curriculum aiming at refinement of all potentials of human intteligence, namely spiritual intteligence, emotional intelligence, and cognitive-rational intelligence. This curriculum emphasizes five central matters in human life, namely tauhid, acts of worship, ethic, mentality, and management of life. When the children are well educated on these five central matters, they will totally improve in order to find happiness in this wordly life and in the hereafter.