Flourishing in Academic Life: A Phenomenological Study of Students' Empowerment and Meaningful Living

Abstract

The phenomenon of flourishing has gained significant attention in the context of higher education, given the increasing challenges faced by students, such as academic pressure, the need for self-development, and maintaining a balance in social life. Within the campus environment, flourishing not only reflects academic success but also encompasses emotional and social well-being, enabling students to thrive optimally. However, understanding how students perceive and achieve flourishing remains limited, particularly in the context of higher education in Indonesia. This study aims to understand the phenomenon of flourishing in students' academic lives, focusing on their experiences in achieving empowerment and meaningful living. A qualitative approach with a phenomenological design was employed to explore students' subjective experiences in depth. Ten students from the University of Bengkulu, Indonesia, were selected as participants through purposive sampling, based on their engagement in academic and non-academic activities as well as their self-perception of life success. Data were collected through semi-structured in-depth interviews and analyzed using thematic phenomenological analysis. The findings reveal that flourishing in students' academic lives is influenced by key factors such as social support, stress management, academic achievement, and involvement in meaningful activities. Participants described flourishing as a dynamic experience involving a balance between challenges and resources, self-confidence, and a sense of meaningful living. The study highlights that flourishing is not solely determined by academic success but also by personal growth through social interactions and activities that foster individual development. These findings emphasize the importance of creating a campus environment that supports students' well-being through programs focusing on emotional and social aspects. In conclusion, flourishing among students is a multidimensional process requiring both internal and external support. This study recommends more inclusive educational policies to support students' psychological well-being.