https://doi.org/10.59132/vviz/2024/1/44-73
Povzetek
Dobro počutje je bistvenega pomena za zdravje in vsakdanje življenje. Otroci danes odraščajo v digitalnem svetu; tehnologije jih obdajajo, preden znajo govoriti, hkrati pa jih spremljajo na vsakem koraku, tudi v izobraževanju. Moderna (informacijsko-komunikacijska) tehnologija prinaša številne prednosti, a se tudi precej negativno odraža na dobrem počutju otrok, zato moramo poskrbeti za njihovo dobro počutje in jih obvarovati pred perečimi tveganji. Temelj obravnave dobrega počutja je pozitivna psihologija, nova veja psihologije, ki namesto problemov in negativnih lastnosti ljudi poudarja priložnosti in dobre lastnosti človeka oz. v tem primeru učiteljev, otrok in mladostnikov, strokovnih delavcev ter drugih sodelavcev v vzgoji in izobraževanju. Rezultati kažejo, da imajo pri spodbujanju dobrega počutja bistveno vlogo učitelji in starši, vzgojno-izobraževalne institucije pa potrebujejo sistematičen celovit pristop, ki vključuje medsektorsko sodelovanje, razredno klimo, celotno vzgojno-izobraževalno institucijo in kurikulum, pri čemer moramo upoštevati dolgoročne učinke vseh prizadevanj ter v njihovo oblikovanje vključevati otroke in mladostnike.
Abstract
Ensuring the well-being of the pillars of education: students, teachers, and practitioners
Well-being is essential for both health and daily life. Nowadays, children are immersed in technology from a very young age, often before they can even speak, and it permeates every aspect of their lives, including their education. While modern (information and communication) technology offers numerous benefits, it also poses significant risks to children’s well-being. Therefore, it is imperative to prioritise their well-being and protect them from these emerging threats. The cornerstone of our approach to well-being is positive psychology, a new branch of psychology that emphasises opportunities and positive qualities of people rather than focusing on their problems and negative traits. This approach is applied to teachers, children, adolescents, practitioners, and other colleagues in education. Results indicate that teachers and parents play an essential role in promoting well-being and that educational institutions need a systematic, comprehensive approach that includes cross-sectoral cooperation, classroom climate, the entire educational institution, and the curriculum, considering the long-term effects of all efforts and involving children and adolescents in their development.