Ģ��ֱ��

Researchers Orsolya Tuba, Kristóf Fenyvesi, and Tiina Mäkelä from the Finnish Institute for Educational Research at the Ģ��ֱ�� introduced the project through a hands-on workshop. The session encouraged participants to think about the role of digital tools and artificial intelligence (AI) in education and how these affect the well-being and learning of students and teachers.

One of the key discussion points was whether AI might reduce students’ motivation by offering answers or solutions too easily—for example, “If AI offers ‘solutions’ too easily, does that reduce our intrinsic motivation to engage, struggle, and care?” This led to deeper conversations about how well-being is connected not only to digital habits but also to students’ sense of agency and action competence—their ability to make choices, take part actively in their learning, and feel that their actions matter. These aspects are important for both mental well-being and long-term learning outcomes.

PERMA-Digital is a European Commission-funded project under the KA3 Policy Experimentation Erasmus+ programme, running from 2025 to 2028. It is based on the PERMA model from positive psychology, which highlights five elements of well-being: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. The project takes a whole-school approach and involves partners from five countries, including research centres, universities, school networks, and a technology provider.

The goal of PERMA-Digital is to improve digital well-being among students and teachers, especially in response to growing concerns about how digital technology is affecting mental health and school performance. The programme includes training for teachers, resources for families, and testing in 20 pilot schools across Europe. It also aims to support education policy and eventually reach over 100,000 people.

More information about the project is available here:

Contact:
Kati Clements
Email: kati.clements@jyu.fi