Employing humanistic teaching approaches to promote student wellbeing in higher education
Other Publication ResearchOnline@JCUAbstract
Given the increasing levels of stress, strain and anxiety brought about by “ongoing challenges of living independently, autonomous learning and peer competition [initially for better grades, and thereafter, for better jobs/careers] [as well as the] … financial challenges established by high tuition and living fees”, tertiary-level students from across the world have sadly been experiencing significant wellbeing issues, including mental health complications. There is therefore an urgent need for educators to employ innovative means of engaging students to neutralise stressful situations that may arise from these global tertiary educational trends, as well as the increasingly demanding pressures generated as a result of needing to adjust to new academic environments and teacher–student relationships in a current COVID-19, as well as a future post-pandemic, world. To that end, this chapter will attempt to put forward the suggestion that humanistic teaching approaches would be ideally suited to address this serious malady inflicting the higher education sector.
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Publication Name
Mental Health and Higher Education in Australia
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ISBN/ISSN
978-981-16-8040-3
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Pages Count
15
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Publisher
Springer
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Publisher Location
Singapore
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DOI
10.1007/978-981-16-8040-3_6