Whole-university approaches to embedding well-being in the curriculum
A scoping review
Dados Bibliográficos
| ID | 22167174 |
|---|---|
| Autores | Gráinne Bannigan (0009-0001-1612-5348, University College Dublin, autor correspondente), Denise McGrath (University College Dublin), James Matthews (0000-0002-3493-7737, University College Dublin) |
| Ano | 2025 |
| Volume | 10 |
| Data de publicação | 2025-03-20 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Frontiers in Education (JOURNAL) |
| Identificadores do periódico | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Editora | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2025.1534244 |
| OpenAlex | W4408649769 |
| Idioma | EN |
| Citações recebidas | 5 |
| Referências citadas | 71 |
Increasingly lower levels of well-being are reported by university students, and higher education (HE) services are unable to cope. Issues persist relating to the conceptualization and definition of well-being. There is a lack of clarity around what it means for something to be “embedded in the curriculum,” and how this aligns with a whole-university approach toward supporting student well-being. It is important to understand how this may have affected the design, delivery, and efficacy of such efforts to embed well-being in the HE curriculum in recent years. The objective of this review was to scope out the breadth of literature on the topic of embedding well-being in the curriculum to support HE students, specifically from the perspective of an integrated, whole-university approach. A total of 72 published and grey literature articles and documents were included for analysis. Findings are reported on the key characteristics of embedded well-being approaches, how these are underpinned by theory and rationale, how key concepts are defined and understood, who the key actors are, and what the main outcomes of these approaches are
Curriculum · Embedding · Engineering management · Mathematics education · Pedagogy · Sociology · Computer Science · Engineering · Health, psychology, and well-being · Mathematics · Psychological Well-being and Life Satisfaction · Resilience and Mental Health · Artificial Intelligence
Contribution of the doctoral education environment to PhD candidates’ mental health problems
Applying systematic review search methods to the grey literature
On the promotion of human flourishing
Medical Student Mental Health 3.0
The challenge of defining wellbeing
How universities can enhance student mental wellbeing
The Warwick-Edinburgh Mental Well-being Scale (WEMWBS)
Better reporting of interventions
The WHO-5 Well-Being Index
Social cognitive intervention reduces stress in Hungarian university students
Flourish-HE
Embedding mental wellbeing in the curriculum
“Inner Engineering” for success—A complementary approach to positive education
A Non-Randomised Controlled Study of Interventions Embedded in the Curriculum to Improve Student Wellbeing at University
Reach
Health promoting universities
Understanding how the university curriculum impacts student wellbeing
Mental Health and Well-BeingSupport for Thai University Graduates
Development and validation of brief measures of positive and negative affect
The Effectiveness of Mental Health Literacy Curriculum among Undergraduate Public Health Students
An Innovative Model of Positive Education with Traditional Chinese Moral Values
Adventure-Based Cognitive Behavioral Intervention for Hong Kong University Students
Evolution of ‘whole institution’ approaches to improving health in tertiary education settings
The structure of psychological well-being revisited
Scoping studies
The impact of a wellbeing program imbedded in university classes
Three Approaches to Qualitative Content Analysis
| Obras citantes distintas | 5 |
|---|---|
| Citações por ano | 5 |
| Intervalo de citações | 2026 - 2026 (1) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 4 |