Defining joy in third level education, an Irish perspective

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Abstract

This literature review examines the critical need to define joy within the context of third-level education in Ireland, exploring how joy is understood, fostered and experienced in Irish universities and colleges. In recent years, there has been growing recognition of the importance of joy in enhancing student well-being and contributing to a positive and fulfilling student experience. The literature further highlights the role of joy in fostering student engagement and supporting academic success. Despite the increasing acknowledgment of joy in educational settings, existing research predominantly focuses on primary and secondary education, with substantial contributions from the United Kingdom and the United States. This reveals a notable gap in understanding how joy specifically operates within Irish third-level education.

The review concludes by identifying these gaps and emphasises the need for a clear and culturally relevant definition of joy, one that takes into account the unique characteristics of Ireland's educational and cultural landscape. The proposed definition is invaluable not only for Irish educators but also for international researchers seeking to expand knowledge in this area. Moreover, integrating joy within frameworks such as Education for Sustainable Development could further enhance student engagement with global challenges. This review serves as a foundational step for future studies aimed at fostering a more joyful, engaging and supportive environment for third-level students in Ireland and beyond.

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Keywords

joy, Irish higher education, third-level, student well-being

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