An integrative review of the literature on factors influencing student well-being in the learning environment

Abstract

Concern over higher education students' well-being has surged in recent years, with studies linking it to resilience, retention, learning, and academic performance. Despite the extensive literature, there is a notable gap in understanding how the typical learning environment affects student well-being, as most studies have focused on short-term interventions that are rarely integrated into the curriculum. This limited scope restricts the practical application of these findings for policy advisors and instructors, who require insights into the broader impact of the entire learning environment on student well-being.

This integrative review analyzed 24 studies that explore student well-being within the typical learning environment of higher education institutions. Through rigorous data analysis, four overarching factors were identified: the instructor, course design, class climate, and available resources. The findings highlight that factors influencing student well-being are interrelated and often interdependent, covering a wide spectrum of the teaching and learning process. Moreover, student well-being is fostered by sound pedagogical principles and practices but hindered by poor ones. Central to promoting well-being are student-centric principles and practices, though positive outcomes are not guaranteed by sound educational theories alone. Based on these results, this review offers several strategies and practical methods to enhance student well-being and provides directions for future research.