The emotional well-being of students in the higher education space as a subject of the research forms is an important part of the research both in the context of the COVID-19 pandemic and as well as before and after the pandemic. One of the dimensions of research is students’ emotional well-being in performance-oriented curricula. Performance-orientated curricula include the acquisition of interdisciplinary competencies that can reduce students’ subjective indicators of emotional well-being. In turn, storytelling as a method of pedagogical support has confirmed its effectiveness. Therefore, the research focus of this study is students who are studying in one of the programs of the performance-orientated subgroup; the study context is formed by the period of the first lockdown of the COVID-19 pandemic. The aim of the research is to identify the effectiveness of storytelling as a method of pedagogical support in promoting students’ emotional well-being. This article presents the results of a case study in one higher education institution in Latvia. Qualitative approach has been selected for the research. Once a week during four-month period, 12 participants shared stories about their current issues. Session transcripts were encoded and then analysed in the qualitative data processing program NVivo 12. The results of the research were interpreted within the framework of the theory of self-determination. The transcripts of the sessions identified all the indicators formulated within the theory of self-determination: competence, relatedness, and autonomy, which were improved using storytelling. The results suggest that study courses on stress and emotional burnout management should also be included at the higher education level, which would allow to increase students’ skills to manage uncertainty situations. This study is a small, but research-sensitive indicator for promoting student well-being.
The emotional well-being of students has been identified as an important learning dimension even before the COVID-19 pandemic, as it increases students’ academic and non-academic achievement, as well as promotes the growth of students’ personalities. In higher education, the COVID-19 pandemic in the context of emotional well-being has identified significant risks from two points of view: the first is the abrupt termination of on-the-job training, and the second is the remote learning process. Thus, the COVID-19 pandemic has become an extraordinary and challenging pedagogical situation for both educators and students. This situation is characterized by both isolation and uncertainty in the implementation of the learning process, as well as exponentially increased students’ independent workload and uncertainty in the requirements, which are pretexts for students’ emotional burnout and dysfunctional emotional well-being in digital learning settings. The aim of this study is to identify the benefits of digital storytelling as a method of pedagogical support to reduce students’ emotional burnout and promote emotional well-being. This article presents the results of a case study in one Latvian higher education institution. For four months, each week, 12 participants shared stories on topics relevant to them. Transcripts of each session were encoded and analysed using the high-quality data processing program NVivo 12. Analysing the obtained data, categories were identified that describe the process and benefits of digital storytelling as a method of pedagogical support. It is concluded that digital storytelling promotes the exchange of information, collaborative learning, understanding the meaning of one’s problems, self-efficacy, reflexivity, expands the repertoire of emotional burnout management methods, therefore it is considered a resource in reducing emotional burnout.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.