Investigating Sustainability Education and Positive Psychological Interventions in Schools towards Achievement of Sustainable Happiness and Wellbeing for 21st Century Pedagogy and Curriculum

Abstract

Children growing up in North America over the last ten years are being immersed in a culture that is enthralled with happiness. From happy shampoos to happy pet food, commercial products are being associated with happiness. Coca Cola’s “happiness truck” and Cadbury’s campaign to capture the sounds of joy in New Zealand are capitalizing on the popular buzz about happiness. Thousands of books, magazines, blogs and talks shows discuss the secrets to happiness, building on the research from positive psychology and happiness studies. Beyond the pop culture, happiness research has attained sufficient credibility for many governments to acknowledge that happiness and well-being should be considered in the formulation of national policies. However, three decades ago, prior to the emergence of positive psychology, Bhutan’s king was ahead of the curve when he proclaimed that Gross National Happiness (GNH) is a more relevant indicator of well-being than Gross National Product. This growing awareness that sustainability, happiness and wellbeing are intertwined takes the discussion of happiness and sustainability to new levels. Even though scholars and governments are now grappling with questions about policies for sustainability, happiness and well-being, the general public may not be aware of these connections and none of these topics are well integrated into formal education. Nevertheless, the necessity for transforming education to play a leading role in sustainability education has never been more imperative. Positive psychology has been making inroads into the formal education sector leading to the introduction of new terms such as ‘positive education’ and programs that work with character strengths and virtues. The concept of sustainable happiness offers an innovative perspective to re-invigorate sustainability education and shape priorities for 21st century learning – contributing to resilient, sustainable happiness and wellbeing for all. The paper concludes with the observation that education systems do not exist in isolation from the rest of society. However, education sector tends to be conservative and slow to adapt. Author recommends that happiness should be an aim of education, and a good education should contribute significantly towards personal and collective happiness. Broadening this recommendation to consider sustainable happiness and wellbeing for all is an overarching aim that could assist to reimagine the role of education in 21^st century and serve as the foundation for setting new priorities. This is consistent with the discourse around a new economic paradigm that contributes towards sustainable wellbeing and happiness.