Effective strategies for shaping the psychological health of school students by means of education for sustainable development.

- Ishchenko, Yevhenii (orcid.org/0000-0002-5701-7829), Korshevniuk, T. (orcid.org/0000-0003-0430-5808), Vyshnyk, Olha (orcid.org/0000-0003-4030-4482), Abdullayev, Vusal (orcid.org/0000-0002-5928-5843) and Qurbanova, Ulkar (orcid.org/0009-0002-6113-1023) (2026) Effective strategies for shaping the psychological health of school students by means of education for sustainable development. Journal of Education and Training Studies, 4 (14). pp. 266-276. ISSN 2324-805X

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Abstract

Background: Growing psycho-emotional pressure on primary school students under conditions of social change increases the need for educational models that support internal resilience and socially responsible behaviour. Education for Sustainable Development (ESD) is regarded as one of the approaches capable of integrating these objectives in the school environment. Objectives: The study aimed to assess the effectiveness of the Sustainability for Well-Being programme in relation to psychological well-being and socio-emotional competencies in primary school students. Methods: The study involved 120 children aged 7–10 from Ukraine and Azerbaijan. A quasi-experimental design included an experimental group (EG) and a control group (CG). Assessment tools comprised the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS), a CASEL-SEL-based measure, an author-developed pedagogical observation card, a parent questionnaire, and quantitative analysis using Student’s t-test, the Mann-Whitney U-test, and analysis of variance (ANOVA). Results: Positive dynamics were recorded in the EG: WEMWBS increased from 42.6 to 48.9 points (+14.8%), empathy from 3.8 to 4.5 (+18.4%), cooperation from 3.7 to 4.6 (+24.3%), social responsibility from 3.4 to 4.3 (+26.5%), and environmental responsibility by +29%. In the CG, the corresponding indicators changed within 1.5–3%. Family support for sustainable practices increased by +21%. Comparison within the experimental group showed positive dynamics in both educational contexts, with higher increases in social responsibility and environmental participation among Azerbaijani participants (p < 0.05). Conclusions: The findings indicate that the integration of sustainability-oriented components into the educational process is associated with improved emotional stability, stronger prosocial behaviour, and more responsible environmental attitudes in primary school students. Further longitudinal research is needed to assess the stability of these changes over time.

Item Type:	Article
Keywords:	Education for Sustainable Development (ESD), psychological well-being, socio-emotional skills, environmental responsibility, social responsibility
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Pedagogics > Department of Biological, Chemical and Physical Education
Depositing User:	лаборант Аліна Хилько
Date Deposited:	11 Aug 2026 09:03
Last Modified:	11 Aug 2026 09:03
URI:	https://lib.iitta.gov.ua/id/eprint/750091

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