Supporting students at the Faculty of Education, Charles University: balancing academic demands and mental well-being

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F25%3A10504979" target="_blank" >RIV/00216208:11410/25:10504979 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=QeHZGoAanc" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=QeHZGoAanc</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/25337890.5213" target="_blank" >10.14712/25337890.5213</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Supporting students at the Faculty of Education, Charles University: balancing academic demands and mental well-being

Popis výsledku v původním jazyce

The higher education environment is facing increasing challenges related to students&apos; mental well-being, which is increasingly recognised as a key factor in academic success, persistence in studies, and overall personal development. This methodological study presents a comprehensive concept of a supportive elective course, Managing Academic Demands and Supporting Well-being, developed within an ESF+ project at the Faculty of Education, Charles University. The course is grounded in the theoretical frameworks of positive psychology, a metacognitive approach to learning, and the recommendations of international organisations (OECD, WHO, UNESCO). It focuses on fostering self-awareness, self-regulation, stress management, study strategies, and the ability to maintain a balance between academic and personal life. The study outlines the theoretical foundations of well-being in higher education, introduces the PERMA model, and discusses the specific needs of diverse student groups, including those with specific learning difficulties, autism spectrum conditions, or anxiety-related challenges. The text includes an overview of the course structure, the teaching methods and materials employed, key thematic areas, and students&apos; reflective feedback. The study demonstrates how systematic support for well-being can be integrated into university curricula as a means of preventing academic failure while fostering the development of key 21st-century competences.

Název v anglickém jazyce

Supporting students at the Faculty of Education, Charles University: balancing academic demands and mental well-being

Popis výsledku anglicky

The higher education environment is facing increasing challenges related to students&apos; mental well-being, which is increasingly recognised as a key factor in academic success, persistence in studies, and overall personal development. This methodological study presents a comprehensive concept of a supportive elective course, Managing Academic Demands and Supporting Well-being, developed within an ESF+ project at the Faculty of Education, Charles University. The course is grounded in the theoretical frameworks of positive psychology, a metacognitive approach to learning, and the recommendations of international organisations (OECD, WHO, UNESCO). It focuses on fostering self-awareness, self-regulation, stress management, study strategies, and the ability to maintain a balance between academic and personal life. The study outlines the theoretical foundations of well-being in higher education, introduces the PERMA model, and discusses the specific needs of diverse student groups, including those with specific learning difficulties, autism spectrum conditions, or anxiety-related challenges. The text includes an overview of the course structure, the teaching methods and materials employed, key thematic areas, and students&apos; reflective feedback. The study demonstrates how systematic support for well-being can be integrated into university curricula as a means of preventing academic failure while fostering the development of key 21st-century competences.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Gramotnost, pregramotnost a vzdělávání

ISSN

2533-7882

e-ISSN

2533-7890

Svazek periodika

9

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

37

Strana od-do

45-81

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—