Higher education is starting to embrace its role in promoting student wellbeing and life skills, especially given the concerning levels of poor mental health and uncertainties in the future job market. Yet, many of the published studies evaluating positive educational teaching methods thus far are limited to interventions delivered to small student cohorts and/or imbedded within elective wellbeing courses, and are focussed on developed Western countries. This study addressed this gap by investigating the effectiveness of an institution-wide compulsory course informed (...) by the principles of Seligman’s Wellbeing Theory. The course was delivered at a British university in a developing country in Southeast Asia. It purposefully sought to nurture growth-oriented outcomes and was taken by an entire cohort of year one undergraduate students. We tested the effectiveness of the curriculum content and staff coaching style in achieving life skills, and evaluated how these perceptions influenced students’ subjective wellbeing. A convergent mixed-methods design was used with 350 survey respondents and 11 interviewees. Perceived life skills scores showed a 2.5% improvement at the end of the course. Partial Least Squares Structural Equation Modelling tested the predicted relationships between variables. All relationships were statistically significant, but the influence of course design and educators’ style on life skills acquisition was moderate, while the effect on subjective happiness and life satisfaction was very weak. Qualitative data indicated that while quantifiable benefits to wellbeing might not be immediate, students did anticipate longer-term benefits for happiness and life satisfaction. This finding suggests that such a novel educational approach is well-received by Asian students and may sow the seeds for future benefit by positively impacting on their skills, behaviours, attitudes, and values. To achieve optimal flourishing at university, we recommend exploring teaching practises that combine positive education with coaching psychology practises. (shrink)

The literature on the construction of places of worship has predominantly shown difficulties, rejection and disharmony among religious communities. This study aims to describe and analyzed the success story of the construction of the Santa Monica church in Tangerang. This is a qualitative study conducted over a month-long period using primary and secondary data. Primary data were obtained through observation and interviews, while secondary data were obtained through formal and informal policy reviews available online. The informants involved in this study (...) amounted to eight people consisting of church leaders and administrators, local leaders, religious leaders, religious organizations and the Ministry of Religious Affairs. Data were analyzed using content analysis methods. The results of the study show that the ability of church leaders and administrators to build good social and cultural relations with the community was a key element in their success in obtaining permission to build the church. This was achieved through effective communication, dialogue and cooperation between the Catholic community, leaders and the predominantly Islamic local community. Active involvement in daily activities had a positive impact, fostering mutual trust and peaceful coexistence, ultimately resulting in the local community’s support and approval for the establishment of the place of worship. Thus, the church construction committee was able to meet all administrative requirements as stipulated by government regulations. This study recommends the importance of good social and cultural relations as the fundamental basis and determinant of success for religious communities seeking to construct places of worship. Contribution: This article contributes to the goal of HTS Theological Studies in promoting the transdisciplinary aspect of religious studies in the international theological arena, particularly in the study of religious harmony among communities in Indonesia. (shrink)