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      The application of salutogenesis to teaching and learning – A systematic review

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          Abstract

          Purpose

          The inclusion of salutogenic principles in education deepens and broadens the understanding of the teaching and learning process in a healthy way and opens the potential to create a sound educational environment characterised by the prevention of burnout, improved physical and mental health, and higher levels of achievement. The aim of this review is to fill the lack of comprehensive information regarding the relationship of salutogenesis, sense of coherence, and the process of teaching and learning.

          Materials/methods

          A literature search was carried out in Web of Science and Scopus electronic databases with the cutoff date of July 2020. Search words were sense of coherence, salutogenesis, education, school, academic performance, achievement, students, and their combinations. Altogether 62 articles were found on the relationship of salutogenesis, sense of coherence, and education but only 6 were related to salutogenic teaching/learning process. These were included in the present review.

          Results

          The studies included in this review presented salutogenic models related to teaching literacy as a learning process through life, building sustainable relationship between supervisor and students, improving transcultural competence, and being able to solve conflicts across cultures. Practical implications were demonstrated such as the use of drawing as an integration tool to improve self-expression and emotional recognition, realisation of teaching practice as an exercise for self-consciousness, and introducing the concept of teacher as a source of emotional security for students.

          Conclusions

          The models bring different but equally valuable contribution to the salutogenic teaching process which strengthens the educational environments resulting in better academic performance, as well as physical and mental health.

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          Author and article information

          Contributors
          Journal
          2066
          Developments in Health Sciences
          DHS
          Akadémiai Kiadó (Budapest )
          2630-9378
          2630-936X
          21 July 2021
          Affiliations
          [1 ] Doctoral School of Education, University of Szeged , Szeged, Hungary
          [2 ] Child and Adolescent Psychiatry, Pediatric Clinic and Health Center, University of Szeged , Szeged, Hungary
          Author notes
          [* ]Corresponding author. Doctoral School of Education, University of Szeged , Petőfi Sándor sgt. 30–34, Szeged, H-6722, Hungary. E-mail: olneyr3@ 123456gmail.com
          Article
          10.1556/2066.2021.00035
          55c45c6a-226f-4df2-9824-7e0c34b866b6
          © 2021 The Author(s)

          Open Access. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited, a link to the CC License is provided, and changes – if any – are indicated. (SID_1)

          Page count
          Figures: 1, Tables: 1, Equations: 0, References: 47, Pages: 11
          Funding
          Funded by: Hungaricum Scholarship Program
          Custom metadata
          1

          Medicine,Immunology,Health & Social care,Microbiology & Virology,Infectious disease & Microbiology
          education,learning,salutogenesis,sense of coherence,teaching

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