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Nurturing Minds and Sustainability: An Exploration of Educational Interactions and Their Impact on Student Well-Being and Assessment in a Sustainable University

Author

Listed:
  • Cristina Tripon

    (Teacher Training and Social Sciences Department, University POLITEHNICA of Bucharest, 060042 Bucharest, Romania)

  • Iulia Gonța

    (Teacher Training and Social Sciences Department, University POLITEHNICA of Bucharest, 060042 Bucharest, Romania)

  • Aurelia Bulgac

    (Department of Psychology, The Faculty of Psychology and Educational Sciences, University of Bucharest, 050663 Bucharest, Romania)

Abstract

To meet the growing demand for sustainable education, many universities have begun to integrate sustainability into their curricula. Additionally, universities are increasingly investing in digital technologies that enable them to deliver educational content in a more sustainable manner. The research results showed that students’ interactions with teachers in a hybrid environment, such as in a STEM university, can have a significant impact on student performance. The research results indicated a positive relationship between the educational environment and the well-being perceived by the students. The results showed that when the educational environment was improved, the students felt a greater sense of well-being. Furthermore, the results showed that students who felt a greater sense of well-being also perceived the educational environment to be more positive, and an improved educational environment can lead to an increased sense of well-being for students. This could be achieved by creating a more supportive and motivating educational environment, which could, in turn, lead to improved academic performance and mental health. The research found that there was a negative correlation between the students’ perceived assessment and evaluation related to their well-being. This suggests that students who felt that their assessment and evaluation were unfair or inappropriate were more likely to have poorer well-being than those who perceived their assessment and evaluation as fair and appropriate.

Suggested Citation

  • Cristina Tripon & Iulia Gonța & Aurelia Bulgac, 2023. "Nurturing Minds and Sustainability: An Exploration of Educational Interactions and Their Impact on Student Well-Being and Assessment in a Sustainable University," Sustainability, MDPI, vol. 15(12), pages 1-18, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:12:p:9349-:d:1167720
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    References listed on IDEAS

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    1. Agnieszka Hajdukiewicz & Bożena Pera, 2020. "Education for Sustainable Development—The Case of Massive Open Online Courses," Sustainability, MDPI, vol. 12(20), pages 1-20, October.
    2. Ed Diener & Derrick Wirtz & William Tov & Chu Kim-Prieto & Dong-won Choi & Shigehiro Oishi & Robert Biswas-Diener, 2010. "New Well-being Measures: Short Scales to Assess Flourishing and Positive and Negative Feelings," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 97(2), pages 143-156, June.
    3. Tammelin, Mia & Alakärppä, Outi, 2021. "Technology management, networking positions and work/life boundaries among working adult students," Technology in Society, Elsevier, vol. 65(C).
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