Constructing the Concept of Student Well-Being within Indonesian Islamic Higher Education
This qualitative study investigates teachers’ and students’ conceptualization of well-being at an Islamic higher education institution in Indonesia. Drawing on a constructivist research design, data for this study were collected via interviews with three experienced teachers and a focused group disc...
| Authors: | ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
MDPI
2023
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| In: |
Religions
Year: 2023, Volume: 14, Issue: 9 |
| Further subjects: | B
Islamic Higher Education
B student well-being B Spirituality B Indonesia |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
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| 520 | |a This qualitative study investigates teachers’ and students’ conceptualization of well-being at an Islamic higher education institution in Indonesia. Drawing on a constructivist research design, data for this study were collected via interviews with three experienced teachers and a focused group discussion with eight students. The collected data were analyzed using a thematic analysis framework assisted by the NVIVO Pro 11 application. The results of this study reveal that, for the teacher participants, well-being should be conceptualized with reference to spiritual and transcendental dimensions (chaironic). For the student participants, meanwhile, genuine positivity with mutual respect and understanding (eudemonic) should be more emphasized. Nevertheless, both teachers and students believe that subjective well-being (hedonic) is particularly important in the fulfillment of physical and material needs on campus. This study also uncovers that, besides a context-driven conceptualization of well-being, a set of preconditions is required in order to make well-being part of campus culture, university policies, and teaching and learning practices at Islamic higher education institutions. | ||
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