Abstract:

In recent years, more focus has been placed on ensuring that students and teachers are healthy and safe in the classroom (Watson et al., 2022). The COVID-19 pandemic, as a devastating blow, has brought to light the critical nature of addressing students' and teachers' emotional and psychological well-being (Tuzovic & Kabadayi, 2021). Maintaining a healthy mental state is an essential component of overall well-being in both the classroom and the workplace. The recent pandemic has underscored the critical need for educational institutions to prioritize providing mental health resources and support systems (Pandya & Lodha, 2022). Further, Granziera, Martin & Collie (2023) studied the association between the teacher's well-being and student achievement. The results show a negative association between the teacher's emotional exhaustion and the student's academic achievement. Also, Zhang et al. (2023) examined the mediation role of the teacher-student relationship and their well-being. They suggested that the higher institutions' policymakers should improve the teacher's social-emotional competence, enhance their well-being, to promote the teacher-student relationship. The earlier literature contributes immensely to the research on well-being. However, a recent study by Olaleye & Olaleye (2022) discovered a gap in the global literature on students' and teachers' well-being as they only focused on a single country (Finland). This study intends to fill this vacuum by aggregating intercontinental literature and probing the global significance of well-being research in higher institutions. This study will also apply the self-determination theory to the insight from the global literature on students' and teachers' well-being.

The study began by searching for articles in the Web of Science database search engine, focusing on academic papers' titles, abstracts, authors, and keywords. University* student well-being OR wellbeing OR well being AND university* teacher well-being OR wellbeing OR well being search strings were utilized. The search output of the initial search was 1206. There was an exclusion of 286, including conference proceedings, book chapters, and reviews, while 165 papers were excluded based on other languages besides English. Lastly, 575 academic papers were included with the date extraction from 1993 to 2023 and used for the data analysis with Biblioshiny App (Aria & Cuccurullo, 2017) through RStudio App. The results show some years with no articles (like 1999) and others with many articles (such as 2022). There is a general trend of increasing numbers of articles over time, with some fluctuations and variations from year to year. There has been a notable increase in articles from 2015 onwards, with a substantial shift from 2019 to 2020 and a further increase in 2021 and 2022. There may be multiple factors to be clarified why this increase occurred, such as changes in publishing trends, disruption of other research fields, advancements in technology, or shifts in research focus. This study suggests that educational policymakers prioritize students' and teachers' health and happiness as this move will benefit both groups. The study discussed its limitations and proposed future studies.

Keywords:

Well-being, Student, Teacher, University, Bibliometric, Global, Self-Determination Theory.