| 授業計画 |
第1回 session 1 & 2 october 5 Course orientation （self-introduction，syllabus and grading，and presentation schedule）
第2回 An introduction of wellbeing and education
October 16 session 3 & 4 presentation and discussion
第3回 Readings:
UNESCO. (2022). UNESCO strategy on education for health and well- being;OECD. (2024). Education at a Glance 2024: OECD Indicators. (chapter 6)
第4回 Teacher wellbeing
October 19 session 5& 6 presentation and discussion
第5回 Readings：
Jude Brady & Elaine Wilson (2021) Teacher wellbeing in England: teacher responses to school-level initiatives, Cambridge Journal of Education, 51:1, 45-63, DOI:10.1080/0305764X.2020.1775789
Christensen, A. A., & Jerrim, J. (2025). Professional learning communities and teacher outcomes: A cross-national analysis. Teaching and Teacher Education, 156, https://doi.org/10.1016/j.tate.2024.104920
第６回 Student wellbeing
October 26 session 7 & 8 presentation and discussion
第７回 Readings：
OECD. (2017). PISA 2015 Results (Volume III): Students' Well-Being. OECD Publishing.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child
第8回 School and wellbeing
November 2 session 9 & 10 presentation and discussion
第9回 Readings：
Zhou, W., Taylor, L., Boyle, L., Funk, S., DeBorst, L., & De Neve, J-E. (2025). Whole School Approach to Wellbeing in Childhood and Adolescence: Literature Review. International Baccalaureate Organization.
Zak IK, Rubens I, Abbott N and McGowan J (2025) A qualitative evaluation of a whole-school approach to improving resilience in childhood and adolescence. Front. Educ. 10:1544199. doi: 10.3389/feduc.2025.1544199
第10回 Gender and wellbeing
November 9 session 11 & 12 presentation and discussion
第11回 Readings：
Stevenson, B., & Wolfers, J. (2009). The paradox of declining female happiness. American Economic Journal: Economic Policy, 1(2), 190–225.
UN Women. (2022). Gender equality for health and well-being.
第12回 Digital wellbeing
November 16 session 13 & 14 presentation and discussion
第13回 Readings：
Weber, P. M., Kammerl, R., & Schiefner-Rohs, M. (2025). What Does Digital Well-Being Mean for School Development? A Theoretical Review with Perspectives on Digital Inequality. Education Sciences, 15(8), 948. https://doi.org/10.3390/educsci15080948
Azubuike, O. B., Adegboye, O., & Quadri, H. (2021). Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. International Journal of Educational Research Open, 2, 100022. doi.org
第14回 Maintain a critical perspective on wellbeing
November 23 session 15 & 16 presentation and discussion
第15回 Readings：
Kim, M. J. (2024). Scripting solutions for the future: the OECD’s advocacy of happiness and well-being. Comparative Education, 60(3), 441–457. https://doi.org/10.1080/03050068.2024.2354638
Rappleye, J., Komatsu, H., Uchida, Y., Tsai, J., & Markus, H. (2024). The OECD’s ‘Well-being 2030’ agenda: how PISA’s affective turn gets lost in translation. Comparative Education, 60(2), 239–258. https://doi.org/10.1080/03050068.2023.2273640
An 1000-1500 word report is required
This is a demanding course involving frontier research and global policy analysis. Students should be prepared for intensive reading and high-level critical thinking. This rigorous training is specifically designed to bridge the gap between reading comprehension and professional academic writing. |