This article proposes an integrative policy approach to defining and promoting wellbeing through the joint lenses of positive psychology and environmental sustainability. The study suggests that while both positive education and environmental education address various aspects of wellbeing, a common definition is still absent. The study proposes a framework for advancing a mutual concept of wellbeing: “sustainable wellbeing”, integrating aspects of individual wellbeing and the wellbeing of the environment. Sustainable wellbeing is achieved when improving individual wellbeing is correlated with improving the wellbeing of other members of society and the natural environment. It suggests a framework for integrating the benefits of positive education and environmental education into a coherent approach for exploring, discussing, and experiencing sustainable wellbeing. The paper mainly develops, explores, and demonstrates ten rules for implementing sustainable wellbeing literacy in schools, based on cognitive behavioral therapy and positive psychology insights. It contributes to the development and understanding of wellbeing, highlights the benefits of parallel developments of two distinct educational fields, and offers practical guidelines for implementing educational programs. Furthermore, the paper contributes to developing 21st century educational systems and further develops the emerging field of positive sustainability.

中文翻译：

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促进可持续福祉：在教育中融入积极心理学和环境可持续性

本文提出了一种综合政策方法，通过积极心理学和环境可持续性的联合视角来定义和促进幸福。该研究表明，尽管正面教育和环境教育都涉及福祉的各个方面，但仍缺乏一个统一的定义。该研究提出了一个框架，以促进共同的福祉概念：“可持续福祉”，整合个人福祉和环境福祉的各个方面。将改善个人福祉与改善社会其他成员和自然环境的福祉联系起来，就可以实现可持续福祉。它提出了一个框架，用于将积极教育和环境教育的好处纳入探索，讨论，并正在经历可持续的福祉。本文主要基于认知行为疗法和积极的心理学见解，开发，探索和演示了在学校实施可持续福祉素养的十项规则。它有助于幸福感的发展和理解，突出两个不同教育领域的并行发展的好处，并为实施教育计划提供实用指导。此外，本文为发展21世纪的教育体系做出了贡献，并进一步发展了积极可持续性的新兴领域。它有助于幸福感的发展和理解，突出两个不同教育领域的并行发展的好处，并为实施教育计划提供实用指导。此外，本文为发展21世纪的教育体系做出了贡献，并进一步发展了积极可持续性的新兴领域。它有助于幸福感的发展和理解，突出两个不同教育领域的并行发展的好处，并为实施教育计划提供实用指导。此外，本文为发展21世纪的教育体系做出了贡献，并进一步发展了积极可持续性的新兴领域。