Evaluation of Subjective Well-Being and Quality of Life According to School Administrators Within the Scope of Sustainable Development Goals in Education
Keywords:
sustainable development goals, well-being, quality of life, school administrators, educational environment, inclusive policyAbstract
This qualitative study examines how school administrators evaluate subjective well-being and quality of life within the framework of Sustainable Development Goals (SDGs) in education. Drawing upon data collected through semi-structured interviews with twenty administrators, the study explores school-based strategies, challenges, and policy practices related to promoting students’ physical and mental well-being. Thematic analysis revealed four major themes: (1) integration of SDGs into school culture, (2) strategies to enhance student well-being, (3) structural and socio-economic barriers, and (4) recommendations for sustainable educational practices. Findings emphasize the need for multi-stakeholder collaboration, particularly with families and the provision of psychological support, effective time management, and strategic leadership by school administrators. The study contributes to the understanding of how school management can operationalize global sustainability goals at the local level to foster equitable, healthy, and inclusive school environments.
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