Application of positive psychology in education to enhance community engagement among ethnic minority students: a study at Son La College

Abstract

This study analyzes the role of the application of positive psychology in education in enhancing community engagement among ethnic minority students at Son La College. A mixed-methods approach was employed, combining a survey of 194 ethnic minority students with interviews involving 17 participants. The findings indicate that the educational environment at the institution was generally perceived positively, particularly in terms of friendliness, respect, and relationships with peers and lecturers. However, limitations were identified in the provision of emotional support and in the capacity to transform positive psychological resources into behaviors associated with community participation. The students’ individual psychological resources were found to be at a moderately positive level, whereas community engagement was more strongly reflected in the sense of belonging and interpersonal relationships than in collective participatory behaviors. The study demonstrates that positive psychology can only be effectively implemented when it is developed as a strategy aligned with the cultural characteristics, psychological attributes, and contextual conditions of learners.