The Concept of the Good Life in Education and Its Relationship with Adolescent Well-Being: A Qualitative Study

Sakineh Rastegar Moghadam Ebrahimian

Authors

Sakineh Rastegar Moghadam Ebrahimian Assistant Professor, Department of Theology, Farhangian University, Tehran, Iran Corresponding Author https://orcid.org/0009-0007-2032-4060

Keywords:

Good Life, Education, Adolescent Well-Being, Educational Flourishing, Psychological Well-Being, Phenomenology, Qualitative Research

Abstract

Objective: The present study aimed to explore adolescents’ perceptions of the good life in educational contexts and to identify how their lived educational experiences are related to psychological, relational, social, and future-oriented well-being.

Methods and Materials: This qualitative study was conducted using a descriptive phenomenological approach. Participants were 20 adolescents aged 14–18 years who were studying in secondary schools in Tehran, Iran. Participants were selected through purposive sampling with maximum variation in gender, educational grade, school type, academic achievement, and socioeconomic background. Data were collected through in-depth semi-structured individual interviews lasting approximately 45–70 minutes. Interviews explored adolescents’ understandings of the good life, experiences of school, relationships with teachers, peers, and family members, perceptions of autonomy and academic achievement, and expectations for the future. Interviews were audio-recorded, transcribed verbatim, and analyzed using Colaizzi’s phenomenological method. Data collection continued until saturation was reached. Credibility, dependability, confirmability, and transferability were addressed through repeated examination of transcripts, member checking, peer review of codes, documentation of analytical decisions, and detailed description of the research process.

Findings: Analysis of participants’ experiences resulted in three major themes: personal flourishing and inner balance, relational belonging and social recognition, and educational agency and hopeful future orientation. Personal flourishing included emotional security, self-acceptance, autonomy, competence, and balance between academic achievement and everyday life. Relational belonging reflected the importance of family support, respectful teacher relationships, peer acceptance, fairness, dignity, and opportunities for social contribution. Educational agency emphasized meaningful learning, student voice and choice, mastery-oriented achievement, a psychologically safe school climate, and hope for attainable future pathways.

Conclusion: Adolescents conceptualized the good life as a multidimensional form of educational flourishing that extends beyond academic success and includes psychological balance, supportive relationships, personal agency, meaningful learning, dignity, and future hope. Educational environments that integrate these dimensions may contribute more effectively to adolescents’ comprehensive well-being and healthy development.

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