Education should not only focus on academic outcomes of the students, but also pay attention to student wellbeing as a whole. Research has shown that student wellbeing is crucial for their learning process and gains. Research shows that Hong Kong university students are suffering from social, psychological, and academic challenges in their personal and study lives. This paper examined students’ wellbeing aiming at enhancing their level of wellbeing and their capacity of meeting challenges in their university life. The objectives were achieved with three classes selected from the positive education courses in one university in Hong Kong.
A mixed-method research design was employed in the current study. The qualitative data consisted of pre- and post-interviews and e-journals. The quantitative data were comprised of pre- and post-survey questionnaires on wellbeing. First, all 27 participants during interviews commented that they understood more about wellbeing through the project and expressed their favour on the inclusion of the wellbeing into the courses. Moreover, the three dimensions of wellbeing (e.g., physical, emotional, and social wellbeing) were often mentioned to increase by the participants during interviews. Second, 94 students’ e-journals were collected. The journal data showed that most participants focused on the state of four dimensions of wellbeing, namely, emotional, social, physical, and economic wellbeing. Third, we collected 103 students for the pre-survey and 94 students for the post-survey. Data showed that the mean scores for six dimensions of wellbeing in the post-survey were higher than those in the pre-survey. Although the higher mean scores were obtained for all six dimensions of wellbeing, there were only four mean differences were significant (p < .01), namely, physical, emotional, psychological, and social wellbeing. Appropriate designs on including student wellbeing in positive education courses and other relevant courses were discussed.