Dear Colleagues,

Education involves challenging experiences that can lead to unpleasant emotions, such as anxiety, apprehension, stress, and boredom, leading to cognitive, emotional, and behavioral disengagement. To address this issue, identifying the factors that help teachers and learners to tolerate challenges, manage emotions, and engage in instructional-learning contexts is crucial.

While psychological variables have been extensively studied for individual mental health, there is a lack of research on factors fostering engagement in educational courses. This special issue aims to bridge that gap by examining personal, emotional, social, and contextual elements that facilitate engagement among teachers and learners despite potential challenges.

Potential topics include but are not limited to the following:

• Impact of personal, emotional, social, and contextual factors on teachers’ well-being

• Influences of personal, emotional, and contextual factors on language learners’ mental health and engagement

• Effects of personal, emotional, and contextual factors on teachers’ resilience

• Impact of personal, emotional, and contextual factors on learners’ resilience and well-being

• Influences of emotion regulation strategies on teachers’ engagement and disengagement

• Effects of students’ personal and emotional traits on their academic commitment

• Role of subjective and psychological well-being in teachers’ cognitive engagement   

Psychological therapy; Positive psychology;Cognitive engagement; Behavioral engagement; Emotional engagement; Boredom; Enjoyment; Flow; Anxiety; Mindfulness; Immunity; Resilience