Promoting Integral Human Flourishing through a Holistic Positive Psychology Intervention in Higher Education

Positive psychology offers a valuable framework for supporting student wellbeing, confidence, and optimism,

particularly among students entering higher education through non-traditional pathways. This study evaluated Be Positive, a 12-week, asynchronous positive psychology intervention piloted in an Australian Enabling program designed to prepare students for undergraduate study. The program used animated videos, information sheets, and reflective activities to introduce strategies for reframing unhelpful thinking, managing stress, cultivating positive emotions, and strengthening adaptive study behaviours. Qualitative data were collected through weekly surveys and focus groups and analysed using the Framework Method in conjunction with the Discourse Force Framework, which examines purpose, cognitive structure, behavioural intent, and emotional resonance in educational multimedia. Findings indicate that students valued the program’s accessible language, relatable scenarios, visual metaphors, and practical strategies. Participants described greater awareness of their thinking patterns, increased use of positive self-talk and reframing, improved capacity to respond to academic stress, and stronger motivation to persist with study. The materials also normalised struggle and fostered emotional connection, helping students interpret setbacks as part of learning rather than evidence of personal inadequacy. Drawing on these findings, the paper proposes a Positive Psychology-Informed Whole-Person Learning Framework that integrates cognitive, emotional, behavioural, and social dimensions in the design and evaluation of wellbeing interventions. The study

demonstrates how carefully designed positive psychology initiatives can support integral human flourishing, engagement, and academic confidence among Enabling students.