ABSTRACT
The humanities and social sciences have significant potential to support an ecological approach to wellbeing education. Nevertheless, recent research has highlighted a gap between wellbeing education interventions, programmes, and humanities and social sciences teaching theories. While there are overlapping areas of interest and inquiry in both disciplines with wellbeing science’s aims and objectives, there is a dearth of teaching theories on approaching this issue. How can cooperative learning strategies support humanities and science teachers to integrate wellbeing theory more comprehensively into their offerings? This chapter theorises the problem of how to narrow the wellbeing education field and learning and teaching in the humanities and social sciences. It examines cooperative learning strategies that emphasise group work, reflection, and peer-to-peer mentoring as an effective teaching pedagogy to engage in issues that integrate wellbeing education and the humanities and social sciences. This chapter examines the strengths and limitations of cooperative learning strategies and proposes several potential approaches. Finally, the chapter claims it is possible to integrate cooperative learning strategies into teaching the humanities and social sciences and help students make more significant connections between and across the disciplines. The chapter concludes by proposing areas for future research to develop this theory further.
