Module 25-MIS-S1 Promoting wellbeing in inclusive contexts

1) Emotional Education and Wellbeing Promotion in Inclusive Contexts
During this discipline, the students will develop:
Knowledge

• Advanced understanding of emotional education, social and emotional learning, and wellbeing promotion theories and models in inclusive educational contexts
• In-depth knowledge of emotional competence, social competence and resilience as core components of inclusive education and student wellbeing

Skills

• Ability to apply emotional education and wellbeing frameworks to the design of inclusive educational activities and interventions
• Skills in emotional awareness, emotional regulation and supportive communication adapted to diverse learners and inclusive environments
• Reflective and analytical skills applied to complex emotional, social and wellbeing-related situations in education

Responsibility and autonomy

• Ethical and emotionally responsible professional attitudes in promoting wellbeing and inclusion
• Commitment to creating safe, supportive and inclusive educational environments that foster emotional development and mental health
• Capacity for reflexive practice, self-regulation and professional autonomy in emotionally demanding and inclusive educational contexts

2) Promoting Resilience through Education
During this discipline, the students will develop:
Knowledge

• Advanced understanding of resilience theories, models and conceptual frameworks, including individual, relational and ecological perspectives in education
• In-depth knowledge of risk, vulnerability and protective factors influencing learners’ adaptation and wellbeing in inclusive educational contexts
• Accurate understanding and appropriate use of core concepts, theories and models of resilience in education
• Ability to analyse educational situations by identifying risk, vulnerability and protective factors within inclusive contexts
• Capacity to critically integrate theoretical perspectives on resilience (individual, relational, ecological) in written analysis
• Coherence, clarity and academic rigour of written responses, including use of relevant terminology and arguments

Skills

• Ability to analyse educational contexts through a resilience lens, identifying risks, resources and protective factors for diverse learners
• Skills in designing, implementing and evaluating resilience-promoting educational interventions adapted to inclusive and culturally diverse settings
• Reflective and analytical skills applied to complex educational situations involving adversity, trauma and vulnerability

Responsibility and autonomy

• Ethical and responsible professional attitudes in supporting resilience, wellbeing and inclusion in educational environments
• Commitment to creating safe, supportive and equitable educational contexts that foster resilience at individual and systemic levels
• Capacity for reflexive practice, professional autonomy and critical judgement in resilience-oriented educational work

3) Positive Psychology and Education
During this discipline, the students will develop:
Knowledge

• Advanced understanding of core theories, models and concepts of positive psychology and their relevance for education and inclusive learning environments
• In-depth knowledge of wellbeing, positive emotions, strengths, resilience and positive educational approaches in diverse educational contexts

Skills

• Ability to apply positive psychology principles to the design of inclusive educational practices and wellbeing-oriented interventions
• Skills in identifying and fostering strengths, engagement, hope and positive relationships in learners from diverse backgrounds
• Reflective and analytical skills applied to complex educational situations involving wellbeing, motivation and inclusion

Responsibility and autonomy

• Ethical and responsible professional attitudes in promoting wellbeing, inclusion and positive development in educational settings
• Commitment to creating supportive, equitable and inclusive educational environments grounded in positive education values
• Capacity for reflexive practice, professional autonomy and critical judgement in the use of positive psychology approaches in education

Emotional Education and Wellbeing Promotion in Inclusive Contexts
The general objective of the course Emotional Education and Wellbeing Promotion in Inclusive Contexts is to develop students’ advanced knowledge, practical competences and ethical responsibility in emotional education and wellbeing promotion, enabling them to design, implement and critically reflect upon inclusive educational practices that support emotional development, resilience and mental health in diverse educational contexts.

Promoting Resilience through Education
The general objective of the course Promoting Resilience through Education is to develop students’ advanced theoretical understanding, practical competences and ethical responsibility in resilience-oriented education, enabling them to critically analyse risk and protective factors, design and implement inclusive educational interventions, and contribute to the creation of supportive, equitable and resilient educational environments for diverse learners.

Positive Psychology and Education
The general objective of the course Positive Psychology in Education is to develop students’ advanced theoretical understanding, practical competences and ethical responsibility in applying positive psychology principles to educational practice, enabling them to design, implement and critically evaluate inclusive, strengths-based and wellbeing-oriented educational interventions that support learning, resilience and positive development in diverse educational contexts.

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Enrolment in the Master's degree programme Inclusion Studies.