Description

The contributors offer an interdisciplinary and empirically grounded exploration of well-being in EFL education in the context of complex challenges of the 21st century, such as the pandemic aftereffects, the war in Ukraine, and mis-/disinformation overload. They bring together research on scholars, teachers, and learners that examines psychological needs, flourishing, cultural values, learning strategies, SEN support, and socio-emotional development in CLIL. Emphasising the multifaceted nature of well-being, the volume provides evidence-based practical guidance that encourages values-oriented, holistic, inclusive, and reflective educational practices. It aims to foster environments in which cognitive, cultural, and emotional dimensions of learning can thrive.

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