University Students’ Character Strengths and Their Impact on Quality Education in Higher Education

Abstract

Character strengths are the positive personality traits essential for a meaningful life. Recognising and applying character strengths is crucial to becoming high-quality learners. This study explores the role of character strengths in enhancing the quality of education within Hungarian Higher Education, an area often neglected in discussing quality education. Using purposive sampling, semi-structured interviews were conducted with ten international students enrolled in BA and MA Teacher Education programs. The study explored how students perceive and apply character strengths to support learning and academic engagement. Data were analyzed using qualitative content analysis with ATLAS.ti software. The findings highlight several key strengths—such as creativity, hope, curiosity, teamwork, and self-regulation—as essential to fostering effective learning environments. Four predominant thematic areas emerged: the importance of positive personality traits, the pivotal role of the teacher–student relationship in fostering a conducive learning environment, the integration of character strengths in education, and personal development and character strengths, elucidating the integral role of character strengths in promoting quality education, advocating for a harmonious equilibrium between academic knowledge and personal growth. The study also contributes to the limited literature on character strengths in Hungarian Higher Education and suggests directions for future research.

1. Introduction

Teachers and scholars are undoubtedly acquainted with ‘Quality Education’ as they diligently plan and conduct research to ensure its implementation by shaping a quality culture in the learning and teaching process. Based on the decisions of the Lisbon strategy ‘to become the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion’, the Council of the European Union announced the major goals for education and training (Council of the European Union, 2001). The European Higher Education Area (EHEA, 2010) and the Education, Audiovisual and Culture Executive Agency (EACEA, 2011) stressed that educational institutions such as universities and related national policies in the EU should prioritize enhancing learning environments.

In light of this, European Higher Education prioritizes interactive teaching, which means that students have a chance to manage their learning process with creativity, a love of learning, cooperation, competition, accountability, and judgment so they can prepare themselves for the European labour market after graduation with essential competencies (Lungulov, 2011). Stemming from the OECD DeSeCo project (European Commission, 2007), key competencies are identified for the education systems of the member countries to strengthen the students’ all-round development. Vazquez-Marin et al. (2022) stated that the eight key competencies of the European Union encompass communication in the native language, communication in foreign languages, mathematical competence and basic competencies in science and technology, digital competence, learning to learn, social and civic competencies, sense of initiative and entrepreneurial spirit, cultural awareness and expression. They suggested that developing these competencies encourages the cultivation of 24 character strengths in education as identified by Peterson and Seligman (2004), which fosters positive youth development and makes life worth living and flourishing.

Building upon these competencies, the role of character strengths emerges as a critical element in enhancing the personal and social development of students, thereby enriching their overall educational experience. Character strengths are the positive aspects of an individual’s personality that contribute to their psychological well-being and have the potential to promote the greater good of society as a whole (Niemiec, 2012). Character strengths are one of the main themes of positive psychology and inspire educational professionals and students to behave in better ways, advance general well-being, and foster flourishing. The compilation of literature in education states that identifying and employing character strengths helps individuals alleviate depression and boost happiness (Seligman et al., 2005; VanderWeele et al., 2019); the relationship studies of character strengths and psychoeducational variables such as the need for psychological counseling, test anxiety, substance use, depression, perceived stress, and anxiety, were examined for contributing to optimal functioning of university students (Bernebée-Say, 2020; Griffin, 2014; Kaya, 2022).

Therefore, it can be contended that universities offer a productive and efficacious environment that fosters the cultivation of character strengths in students, thereby facilitating the advancement of quality education (Lounsbury et al., 2009). As students hold the key to a promising future for society, their character is of paramount importance. International perspectives are extremely important to gain a comprehensive understanding of implementing quality education, with a specific emphasis on utilizing students’ character strengths. Accordingly, this study aims to explore the impact of character strengths on the educational practices of international students and their role in enhancing quality education. To achieve the main aim, a set of objectives and research questions has been delineated as follows:

Objectives:

• To investigate the influence of specific character strengths on quality education with an emphasis on how character strengths are practically integrated into the educational practices with international students in Hungary.
• To identify specific character strengths that international students most frequently employ in their educational tasks.

The following research questions were employed to address the above objectives:

• How do international students actively contribute to promoting quality education through the deliberate application of character strengths?
• In what ways do international students integrate character strengths into their educational practices?
• Which character strengths are most frequently utilized by international students in their educational tasks?

2. Conceptual Framework

This study is grounded in the Positive Education paradigm, which bridges positive psychology and educational practice by emphasizing the development of students’ strengths, well-being, and ethical capacities alongside academic achievement (Seligman et al., 2005; Lopez & Louis, 2009). Specifically, it employs the VIA Aware–Explore–Apply (AEA) model as a guiding framework to understand how students engage with their character strengths in the context of Higher Education (Niemiec, 2014).

The AEA model unfolds in three interlinked phases:

• Aware: Students become conscious of their core strengths (e.g., perseverance, gratitude, curiosity), often through reflective tools or feedback.
• Explore: Students examine how these strengths function in different academic or interpersonal contexts.
• Apply: Students intentionally use these strengths to enhance engagement, overcome challenges, and shape their learning behaviors.

This progression reflects a developmental and dynamic understanding of character strengths, not as static traits but as adaptable competencies that shape how students interpret, interact with, and influence their educational environment (Linkins et al., 2015; Rettew & Lopez, 2008).

In applying the AEA model to Higher Education, the current study aligns character strengths with contemporary understandings of educational quality. Quality is no longer defined solely by institutional performance metrics, but by student-centered values such as engagement, equity, emotional development, and inclusive participation (Bertolin, 2015; Dicker et al., 2018; Lungulov, 2011). The European Commission’s Council Recommendation on Key Competences for Lifelong Learning (European Commission, 2018) and the European Education Area 2025 Agenda (European Commission, 2020) further define educational quality as encompassing personal and civic competences, social inclusion, and psychological readiness for lifelong learning.

In this context, the European Education Area (EEA) outlines six dimensions to improve access to quality education and lifelong learning: (1) quality in education and training; (2) inclusion and gender equality; (3) green and digital transitions; (4) teachers and trainers; (5) Higher Education; (6) geopolitical dimension (European Commission, 2020). The main aim in the first dimension is to boost basic and transversal skills, more mobility and cooperation opportunities, support lifelong acquisition of language competences, and develop a European perspective in education. This framework also resonates with the EU’s concept of transversal skills, defined as cross-disciplinary competences essential for participation in a knowledge-based, democratic society. The European Centre for the Development of Vocational Training (Cedefop, 2021) defines Transversal Skills and Competences (TSCs) as “learned and proven abilities which are commonly seen as necessary or valuable for effective action in virtually any kind of work, learning or life activity. They are transversal because they are not limited to any particular context, such as occupation, academic discipline, civic or community engagement, but are universally applicable.” This policy emphasis closely parallels the psychological construct of character strengths, which are described by Niemiec (2018): “Character strengths are positive traits that are personally fulfilling, do not diminish others, ubiquitous and valued across cultures, and aligned with numerous positive outcomes for oneself and others”. The strengths reflected in one’s thoughts, emotions, and behaviors exist along a continuum and can be cultivated through practice (Seligman et al., 2005). This comprehensive view highlights the importance of integrating character strengths in fostering a high-quality educational environment, thereby enhancing the adaptability and effectiveness of educational systems in nurturing well-rounded individuals.

By integrating these values, Higher Education institutions not only fulfill European quality goals but also support whole-student development, helping learners build identities and capacities that are meaningful both within and beyond academia. The Aware–Explore–Apply framework adopted in this study is therefore not only grounded in psychology but also aligned with current European policy objectives for lifelong learning and inclusive excellence.

Given that quality education is commonly understood through the development of key competences and transversal skills, this study discusses how character strengths contribute to these competences and, consequently, to the improvement of educational quality. The following comparison highlights the potential overlap and interplay among these frameworks, suggesting that fostering character strengths contributes to the development of key competences and transversal skills essential for quality education.

Table 1. Comparison of key competencies, character strengths, and transversal skills and competences.

Key Competencies of the EU	Character Strengths	Transversal Skills and Competences (TSCs)
1. Communication in the native language	Curiosity, judgment, social intelligence, appreciation of beauty and excellence	1. Language skills and competences
2. Communication in foreign languages	Curiosity, judgment, social intelligence, teamwork, appreciation of beauty and excellence
3. Mathematical competence and basic competencies in science and technology	Curiosity, love of learning, judgment, creativity, perspective, honesty, teamwork, fairness	2. Thinking skills and competences
4. Digital competence	Curiosity, love of learning, creativity, social intelligence, teamwork
5. Learning to learn	Curiosity, love of learning, judgment, creativity, perspective, perseverance, honesty, zest, teamwork, self-regulation, hope
6. Social and civic competencies	Judgment, creativity, perspective, honesty, kindness, love, social intelligence, teamwork, leadership, forgiveness, prudence, humility, gratitude, humor	4. Social and communication skills and competences
7. Sense of initiative and entrepreneurial spirit	Curiosity, love of learning, judgment, creativity, bravery, perseverance, honesty, zest, kindness, teamwork, leadership, prudence, self-regulation, appreciation of beauty and excellence, spirituality, humor, hope	3. Self-management skills and competences
8. Cultural awareness and expression	Curiosity, judgment, creativity, perspective, social intelligence, teamwork, appreciation of beauty and excellence, spirituality	5. Life skills and competences

Note. Key Competencies are from the European Union (European Commission, 2018), Character Strengths from Peterson and Seligman (2004), and Transversal Skills and Competences from Hart et al. (2021). The comparison is adapted in part from Vazquez-Marin et al. (2022).

presents an adapted comparison based on a systematic review (Vazquez-Marin et al., 2022) that relates the character strengths to key competencies in education. This comparison has been expanded to incorporate relevant transversal skills and competences aligned with the goals of quality education by the European Education Area 2025.

The choice of the AEA model is methodologically and conceptually justified. Compared to broader frameworks like the PERMA model, which identifies five pillars of well-being: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (Seligman, 2011). AEA offers a practical structure that supports qualitative exploration and aligns well with self-reported perceptions of international students. It provides a scaffold to interpret how strengths awareness unfolds in real-world educational settings and how students translate internal traits into external academic behaviors (Quinlan et al., 2012; Lavy, 2015). By anchoring this study in the AEA model, the research seeks to move beyond descriptive accounts and toward a developmentally informed understanding of how students experience and enact quality education. This conceptual framing supports the analysis of not only which strengths are valued, but how they are mobilized in specific institutional and cultural contexts.

3. Literature Review

3.1. Quality Education in Higher Education

Quality education in Higher Education (HE) is widely acknowledged as a contested and evolving construct, shaped by shifting socio-economic, pedagogical, and political paradigms. While there is no single, universally accepted definition, scholars and institutions have proposed multiple perspectives that emphasize different priorities. From an academic and scholarly perspective, quality in higher education is often conceptualized in terms of disciplinary rigor, intellectual development, and the extent to which students acquire critical thinking skills and epistemic access. These dimensions are closely tied to curriculum coherence, academic standards, and faculty expertise, reflecting a broader understanding of quality as transformation and fitness for purpose (Harvey & Green, 1993; Brennan & Shah, 2000). In contrast, the market-oriented definition focuses on graduate employability, attributes valued by employers, and alignment with labour market demands, an approach that continues to dominate global rankings and funding frameworks, though it has been critiqued for narrowing the purpose of education to economic output (Ball, 1990; Dicker et al., 2018).

A more student-centered or developmental definition highlights engagement, personal growth, and well-being as integral to quality, with attention being given to emotional safety, inclusion, and learning diversity (Bertolin, 2015; Seligman et al., 2005). Meanwhile, policy-based definitions, such as those advanced by the European Higher Education Area (EHEA) and European Commission, emphasize standardized competences, transparency, and alignment with lifelong learning goals, including transversal skills and civic capacities (European Commission, 2018; Serrano-Velarde, 2008). Finally, the transformative or critical perspective views quality through a social justice lens, questioning neoliberal assumptions and emphasizing equity, emancipation, and the institutional role of HE in challenging systemic inequalities (Freire, 1970; Bertolin, 2015). These definitions underscore that quality is not a neutral term, but one embedded in value-laden educational, economic, and cultural contexts.

Historically, HE quality has been closely associated with graduate attributes that employers value and the efficacy of teaching and learning methods (Dicker et al., 2018). This instrumentalist view, often driven by labor market expectations, continues to shape rankings and funding policies, but has also been critiqued for narrowing educational purpose to economic utility (Ball, 1990). Within the EHEA, ‘quality’ is increasingly viewed through the Bologna Process, aiming to make European Higher Education competitive, transparent, diversified, and aligned with socio-economic developments, necessitating robust quality assurance systems to maintain and enhance educational quality through systematic review and adaptation processes (Keçetep & Özkan, 2014; Serrano-Velarde, 2008). The implementation of the Standards and Guidelines (ESGs) for Quality Assurance in the EHEA further reinforces a multi-level understanding of quality, encompassing internal and external dimensions, student feedback, institutional accountability, and curricular relevance. Recent expansions, such as the European Education Area 2025 initiative, emphasize transversal competencies, civic responsibility, and lifelong learning as essential quality outcomes (European Commission, 2020).

Efforts to enhance HE quality have included models like the ‘production model’, ‘value-added approach’, and ‘total quality experience approach’, which collectively aim to measure and improve learning outcomes based on students’ developmental needs (Tam, 2001). Yet, these models have been criticized for privileging quantifiable indicators—such as degree completion rates or graduate salaries—while underestimating less tangible but equally important dimensions such as well-being, social inclusion, and ethical growth. Additionally, the shift towards more holistic and student-centered approaches reflects a broader understanding of quality as a continuous process of improvement that adapts to the changing educational landscape and societal needs, promoting inclusivity and equal opportunities for all students within the diverse cultural and educational backgrounds of Europe (Hritchenko et al., 2023). This holistic turn positions students not merely as passive recipients of knowledge but as active co-creators in learning environments. It invites new frameworks—such as strengths-based education and character development—that align with well-being science and human development (Seligman et al., 2005; Lopez & Louis, 2009). Such approaches have shown promise in fostering transferable capacities like self-regulation, motivation, and interpersonal skills, which are now recognized as core components of educational quality (Lavy, 2015; Vazquez-Marin et al., 2022).

3.2. Character Strengths

Expanding upon the practical applications of character strengths in education, it is essential to examine the foundational attributes and classifications of these traits, as defined by key researchers. In this context, Park and Peterson (2009) highlighted the widespread recognition of good character, stating that it is a fundamental trait sought after by parents in their children, educators in their students, siblings in their brothers and sisters, and friends in one another. Good character is defined as a multidimensional cluster of morally valued positive traits that are crucial for leading a virtuous life. These traits become evident in individuals through their thoughts and actions, which can be classified as character strengths by Peterson and Seligman (2004).

The empirical foundation of character strengths research has been strengthened through extensive cross-cultural validation, with the VIA assessment survey adapted into multiple languages to ensure cultural and linguistic relevance. Most of the character strengths literature can be accessed for intervention studies and practices in education to promote positive youth development. There exists a set of 24 character strengths that collectively constitute the six core virtues highly valued by moral philosophers and religious thinkers. Every individual possesses these character strengths in varying degrees (Peterson & Seligman, 2004). Character strengths, such as bravery, honesty, perseverance, and zest belong to the courage virtue; creativity, curiosity, love of learning, judgment, and perspective are related to the wisdom virtue; teamwork, fairness, and leadership fall under the justice virtue; kindness, love and social intelligence make up the humanity virtue; forgiveness, humility, prudence, self-regulation constitutes the temperance virtue; and lastly, appreciation of beauty and excellence, gratitude, spirituality, hope, and humor are part of the virtue of transcendence.

Strengths-based practices have been discussed for more than two decades in different fields, including counseling (Smith, 2006), mindfulness (Niemiec, 2014), education (Linkins et al., 2015), and disability (Niemiec et al., 2017). The most widely used and relevant model to apply character strengths is the three-phase model known as Aware-Explore-Apply (Niemiec, 2014). Generally, in the first phase, individuals develop awareness of the existence and expression of character strengths; the second phase involves exploring the character strengths through reflective questions and interactive activities. In the final phase, individuals set specific goals, develop action plans, and intentionally practice using their strengths in daily life. This structured approach supports the enhancement of strengths use and well-being while contributing to a reduction in negative emotions (Bu & Duan, 2019; Dubreuil et al., 2016).

Moreover, using character strengths helps students improve their learning experiences and academic outcomes (Bowers & Lopez, 2010; Lopez & Louis, 2009). Arthur et al. (2015) conducted interviews and collected survey data from 546 novice and experienced teachers, as well as teacher educators. They found that, among the 24 character strengths, fairness, creativity, a love of learning, humor, perseverance, and leadership were identified as the six most important character strengths for good teachers. In addition, honesty, bravery, fairness, and compassion contribute significantly to making the most appropriate action in the learner-centered environment. Quality education aims to promote effective learning experiences that cultivate students’ knowledge, skills, and personal traits (dispositions, attitudes, motivations, value orientations), ultimately fostering a flourishing life. Character strengths align closely with those goals, as they encompass not only personal competencies but also essential moral dimensions that are highly valued within contemporary society.

3.3. Integration of Character Strengths

The integration of character strengths within curricular and pedagogical frameworks is increasingly recognized as pivotal in enhancing educational quality and outcomes. Previous studies highlight that many schools start practicing strengths-based education, especially at the primary and secondary education levels. In this context, the systematic principles promoting the cultivation of individual strengths include (a) the assessment of student strengths linked to positive outcomes (Carey, 2004; Rettew & Lopez, 2008), (b) teaching approaches that meet the individual students’ needs and interests (Levitz & Noel, 2000), (c) strengths spotting by peers, family, and professionals (Bowers, 2008), (d) the intentional application of strengths across both academic and non-academic contexts (Seligman et al., 2005), and (e) the purposeful development of strengths through sustained, structured experiences such as projects, internships, or extended coursework (Louis, 2008).

Drawing from the comparison Table 1, the conceptual alignment between character strengths, key competences, and transversal skills suggests that the integration of character strengths in Higher Education can support the development of essential competencies for quality learning and lifelong development. Empirical evidence further emphasizes the benefits of applying character strengths in educational contexts, highlighting their role in fostering qualified, well-rounded learners.

Academic research underscores the significant role of character strengths in bolstering cognitive and learning outcomes, with evidence suggesting that strengths such as curiosity and love of learning directly correlate with improved academic engagement and performance (Lavy, 2015). Additionally, resilience fostered through strengths like perseverance is linked to enhanced student well-being and effective stress management (Proctor et al., 2011). Interpersonal skills, particularly those related to justice such as fairness and teamwork, have been shown to improve group dynamics and leadership abilities within educational settings (Quinlan et al., 2012). Furthermore, the development of temperance strengths like prudence and self-regulation contributes to ethical behavior, a critical component of holistic education (Narvaez, 2006). Lastly, transcendence strengths such as gratitude and hope are associated with greater life satisfaction and a sense of purpose, aligning with the broader goals of holistic educational success (Froh et al., 2009). By embedding these character strengths into educational systems, Higher Education can better achieve its multifaceted goals of quality, ensuring that students are not only academically proficient but also well-equipped to handle societal and personal challenges. Building on the insights from the literature review, the methodology section outlines the research design and approach to explore the role of character strengths in Hungarian Higher Education.

4. Materials and Methods

4.1. Research Design and Sample

This qualitative study aims to acquire a thorough comprehension of the effectiveness of character strengths in educational practices from the perspectives of international students. Therefore, to ensure representativeness in this study, we employed maximum variation sampling, a type of purposive sampling, to recruit individuals with experience in the practical application of character strengths in educational settings, particularly in learning and teaching (Flick, 2009; Teddlie & Yu, 2007/2017; Teddlie & Tashakkori, 2009).

In light of this, the authors conducted semi-structured interviews with ten participants enrolled in an education major in Hungary. The one-on-one face-to-face interviews included five BA and five MA international students, all pursuing a degree in education, from diverse cultural backgrounds, including Ireland, Spain, Germany, Russia, Paraguay, Azerbaijan, and Kazakhstan. Prospective teachers (BA students) and experienced teachers (MA students) play a crucial role in enhancing the quality of education. Their distinct viewpoints and teaching experiences offer valuable and pragmatic insights into how to enhance the quality of education (Ball, 1990; Cohen et al., 2018). Furthermore, they constitute the most advantageous resource for achieving the objective of this study: exploring how international students integrate character strengths into educational practices to promote quality education.

4.2. Data Collection

All participants in this study provided informed consent, which is a fundamental ethical requirement. Additionally, the corresponding institution granted permission to conduct the interviews, and the authors employed systematic coding records to ensure complete anonymity and confidentiality. The literature review informed the creation of a handout that introduced 24 character strengths and an interview protocol, both of which were reviewed by experts in the field of qualitative research.

Pilot testing with three international students from the targeted population confirmed the effectiveness and suitability of the interview questions for achieving the study’s objectives. Main data collection began in December 2023, immediately after receiving institutional and participant approval. In recognition of the participants’ valuable contributions, the authors expressed their gratitude by offering refreshments and organizing a lucky draw. The individual interviews, conducted using the character strengths handout and interview guide, lasted between 30 and 35 min per participant. An electronic device was used to record the interviews, and all the recordings were erased following data analysis.

4.3. Assessment Tool

Description of the VIA Classification of 24 Character Strengths (3 min reading).

Semi-structured Interview Guide (30–35 min).

• In your opinion, what is the role of students in promoting quality education?
• How do you integrate character strengths into your educational practices to enhance quality education?
• Can you provide examples of how you apply your character strengths in educational tasks?
• What are your top character strengths, and can you share specific instances where you have used them in your educational practices?
• Do you think character strengths play an important role in promoting quality education?
• What kind of support do you expect from the university to develop specific character strengths?

4.4. Data Analysis

The application of ATLAS.ti software in this research was integral to achieving a nuanced analysis of transcribed interviews from student teachers and experienced teachers. ATLAS.ti is highly regarded for its robust capabilities in handling complex qualitative data, facilitating in-depth coding, and supporting the exploration of intricate thematic relationships (Friese, 2019). The decision to use ATLAS.ti was driven by its proven efficacy in enhancing the analytical rigor and transparency of qualitative research, particularly in educational studies where multiple layers of data interpretation are common. Transcripts were prepared and imported into ATLAS.ti, ensuring that all textual data was accurately reflected for analysis.

Initial Coding: An inductive approach was employed to generate initial codes from the transcripts. This stage involved identifying key phrases that explicitly mentioned character strengths and their application in educational contexts. For example:

• Creativity: Phrases such as “thinking outside the box in lesson plans” and “using innovative methods to solve problems” were tagged to reflect how creativity is implemented in educational settings.
• Student Engagement: Examples included “encouraging student participation in discussions” and “designing activities that require active involvement from students.”
• Resilience: Tags were applied to statements like “overcoming challenges in classroom settings” and “students persisting despite academic difficulties.”
• Leadership: Mentions of “leading group projects” and “students taking initiative in organizing learning activities” were coded under leadership.
• Curiosity: This involved coding phrases such as “students asking insightful questions” and “exploration of new topics by teachers to pique interest.”
• Teamwork: Tags were used for “collaborative assignments” and “group activities that promote cooperative learning.”
• Perspective: Statements like “teachers understanding students’ emotional and social needs” and “creating a classroom culture that respects diverse perspectives” were tagged to indicate the application of perspective.

These examples illustrate the diverse ways in which character strengths were identified within the educational dialogue and how they contributed to the broader thematic constructs in the study. The initial coding phase is crucial for laying the groundwork for more focused and thematic analysis (Braun & Clarke, 2006) in later stages using ATLAS.ti.

Focused Coding: After the initial coding phase, a focused coding process was conducted, where the initial codes were refined and grouped into more focused categories that encapsulated the core ideas discussed by participants. Utilizing ATLAS.ti’s querying tools, similar codes were identified and merged to reduce redundancy and enhance the data structure’s clarity. This phase involved a detailed analysis where broader categories were formed:

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Creativity and Innovation: Codes related to various aspects of creativity, such as “innovative teaching methods” and “creative problem-solving,” were grouped together.

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Engagement Techniques: This category included codes like “interactive learning activities” and “student participation in class discussions.”

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Leadership and Initiative: Involved merging codes that described “student leadership in projects” and “teachers guiding student initiatives.”

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Resilience and Adaptation: Combined codes relating to “overcoming educational challenges” and “adaptive teaching strategies to meet diverse learner needs.”

Each focused category represented a significant aspect of how character strengths were applied in educational settings, providing a clearer pathway toward thematic development. To further illustrate the practical application of these themes, a detailed table of examples from the coding process is presented. The following

Table 2. Examples from the Coding Process.

Code	Description	Example from Transcripts
Creativity in Lesson Planning	Instances discussing the use of creative methods to enhance student learning.	“I try to incorporate creative activities like role-plays and problem-solving games to maintain student interest and enhance learning outcomes.” (P 4)
Student-Led Discussions	References to promoting student engagement through facilitating discussions led by students themselves.	“We encourage students to lead discussions, which fosters a deeper understanding and application of the material, allowing them to explore topics more freely.” (P 3)
Adaptability in Teaching	How teachers adapt their methods to suit different learning styles and environmental changes.	“Adapting teaching methods to cater to diverse student needs is crucial for effective education. For example, using visual aids for visual learners and interactive activities for kinesthetic learners.” (P 9)
Emotional Support	Discussion of emotional support provided to students, highlighting the importance of emotional well-being in educational success.	“Providing emotional support helps students feel secure and more willing to engage. This includes acknowledging their struggles and celebrating their successes.” (P 6)
Resilience and Persistence	Codes related to how teachers encourage resilience and persistence among students facing academic challenges.	“We discuss strategies for overcoming setbacks, which teaches students resilience and persistence in their learning journey.” (P 7)
Leadership in Learning	Capturing instances where leadership qualities are fostered within the classroom setting.	“Students are given opportunities to lead project teams, which helps develop their leadership skills and responsibility in a supportive environment.” (P 8)
Collaborative Learning	Focus on how collaboration is encouraged and facilitated among students.	“Group projects are integral to our curriculum to enhance collaborative learning, ensuring students learn to work effectively in teams.” (P 10)

Note. P = Participant.

not only serves to validate the thematic analysis (Braun & Clarke, 2006) with direct quotes from the data but also bridges the theoretical constructs with practical, real-world examples. Such integration ensures that the themes are not only rooted in empirical data but are also vividly exemplified, making the research findings both accessible and relatable.

Each theme developed in this phase reflects a synthesis of multiple coded data points, providing a robust narrative that reflects both the depth and breadth of the qualitative data. The resulting outcomes comprehensively address all research questions in this scholarly investigation, covering the perspectives of student teachers and teachers who have at least six months of teaching experience in different disciplines regarding the advancement of quality education by integrating character strengths. The themes that emerged not only shed light on the educational practices of international students but also contribute to a comprehensive understanding of how individuals perceive and engage with the notions of character strengths and quality education.

5. Results

Two themes were identified to answer research question 1: How do international students actively contribute to promoting quality education through the deliberate application of character strengths?

• Theme 1: Importance of positive personality traits

In the realm of education, the importance of cultivating exemplary character cannot be overstated, especially when it comes to the preparation of teachers. The aim is to cultivate teachers with a blend of skills, virtues, and abilities that enable them to effectively lead future generations. The international students highlighted several key traits essential for elevating the overall quality of education. Traits such as open-mindedness, dedication, responsibility, a love of learning, resilience, and active participation were frequently mentioned. Civic strengths like teamwork, fairness, and leadership were also emphasized as crucial for effective communication, student engagement, and collaboration in educational settings. These traits are seen as foundational attributes within their respective working organization (Egeberg, 2010; Riebe et al., 2016). Participants expressed the need for a genuine commitment to learning and openness to innovative teaching methodologies:

“I feel we have to be committed. We have to be willing to learn. We cannot force someone into learning, so it has to be borne from them…”

(P 1, 2, 3, 6, 7, 10)

“As prospective teachers, we should be open to innovative methodologies and knowing that seeing education in another way and open to new experiences to discover creativity and curiosity…”

(P 5, 7, 8)

• Theme 2: Pivotal role of the teacher–student relationship in fostering a conducive learning environment

This theme emphasizes the necessity of fostering an inclusive and supportive learning environment where students feel empowered to engage in critical thinking and collaborative learning. The strengths mentioned stimulate students’ active engagement, result in enhanced learning outcomes, strengthen communication skills, promote positive behavior, and reduce disruptions in the classroom. It also highlights the importance of emotional support from teachers, which is vital for students’ emotional well-being and conducive to academic success. Acknowledging students’ different backgrounds, cultures, and abilities is essential for adapting teaching methods to enhance the quality of education (de Wit & Altbach, 2020; Xu et al., 2023). Additionally, the significance of teamwork and the benefits of having a variety of perspectives in the learning and teaching process were stressed by the participants. This is especially crucial in a multicultural classroom, where effective communication and inclusion rely heavily on mutual understanding and respect. Temperance strengths such as forgiveness, prudence, and self-regulation were noted as critical for creating a supportive atmosphere, which is one main aspect of improving quality education. Higher Education Institutions (HEIs) should provide the necessary support for the international student learning environment (Spencer-Oatey & Dauber, 2019). The participants stated the importance of teacher awareness and adaptability:

“Teachers have to truly know that the students know how to implement this. It will not be the same for everyone…”

(P 2, 4, 6, 7)

“It’s pretty nice to see how other people are doing and comparing and just taking the good things out of every system as we come from different countries and create an environment where everyone is welcome…”

(P 3, 5, 8)

“To have a good atmosphere in the classroom, it’s also important to have humor and fun, and teamwork. Besides, it is a good way to judge each other, but positively, for example, to give one a good idea, to give one good advice from different perspectives…”

(P 2, 3, 4, 7, 9)

“Especially, I would say the use of temperance, the use of forgiveness, prudence, self-regulation is important because anything could happen when you’re in a classroom, anything can happen…”

(P 1, 5, 10)

These findings illustrate the direct impact of character strengths on the quality of education, as perceived by international students in diverse educational settings.

The inquiry into research question 2, “In what ways do international students integrate character strengths into their educational practices?”, generated notable outcomes, highlighting two main themes: integration of character strengths in education and personal development and character strengths.

• Theme 3: Integration of character strengths in education

Many interviewees discussed how various character strengths, such as creativity, curiosity, and social intelligence, are integrated into their educational practices. Students find it more enjoyable and meaningful when they approach problems from different angles or present projects with a personal and creative touch. They are proud to demonstrate their originality in creative and innovative ways. Based on their response, it is evident that the university’s instructional setting fosters the utilization of these strengths among international students through interactive and engaging sessions by encouraging student-led discussions. This also highlights the significance of developing and utilizing cognitive and interpersonal strengths to improve the learning experience and educational outcomes. Moreover, temperance strength is active when international students regulate themselves and practice self-discipline, while perseverance shines when they face challenges or work on difficult group projects, helping them realize the importance of resilience and making the right decisions. The sample segment is presented below:

“Character strengths are really important; they are essential to being a better person in society and yourself. Attaining the knowledge and using the new knowledge…”

(P 2, 4, 6, 8)

“I frequently use creativity a lot because when I do my projects, I always try to think outside the box…”

(P 1, 2, 4, 5, 6, 7, 8, 10)

“For us, it’s really important to be curious first, because you have to think, learn, and share. If someone asks for help, you can give useful advice…”

(P 5, 6, 7, 8)

“Perseverance is what you need in education to reach your target, whether it is in academic staff or your life…”

(P 1, 7)

• Theme 4: Personal development and character strengths

During the interviews, the significance of character strengths for personal and societal development was emphasized by participants. For instance, the university provides numerous opportunities for international students to practice leadership strengths and teamwork by experiencing how effective leaders and team members behave and take action when working together in groups, either by taking part in group projects or by providing clear guidance during internships. The importance of recognizing, nurturing, and utilizing these strengths in education to improve its quality was stressed by highlighting the necessity for a flexible educational system that accommodates the integration of character strengths into curricula. International students mentioned the rigid structures and the need for adaptability. Additionally, teachers and educational institutions were urged to prioritize and promote the utilization of these strengths to support individuals in their all-round development. Their responses called for a holistic approach that integrates character strengths development into both theoretical and practical aspects of education to enhance the quality of education:

“Probably not all of the students are aware that they have these kinds of strengths. To me, some strengths are more important than others. But they are all very important for personal development. If these strengths are developed directly, it would also enhance their lives…”

(P 6)

“They are essential, but actually, they are not given the real importance that they deserve. Just encourage people to apply character strengths because that will make them better with themselves, better in society, and better with the rest of the people…”

(P 2, 3, 8)

“The university should deliver a course, workshops, meetings, or special events, these kinds of things to encourage the use of character strengths…”

(P 1, 4, 7, 9)

To address research question 3, “Which character strengths are most frequently utilized by international students in their educational tasks?”, participants highlighted the top character strengths and their application in educational practices. This illustrates the lives of international students in terms of how they engage in learning and communicate with others within the educational environment:

• Creativity: They emphasized thinking outside the box and taking risks as integral to creativity in educational contexts. Creativity helps them become more confident, active learners, fostering a sound foundation for success in the competitive teaching profession.
• Hope: Optimism and a positive outlook were regarded as essential traits beneficial for both personal and educational development. Setting short-term and long-term goals throughout the academic journey enables students to thrive with a sense of purpose as students, and meaningful aspirations foster intrinsic motivation in the lives of international students.
• Curiosity: The eagerness to explore and embrace new experiences was underscored as a pivotal characteristic for personal growth and learning. In addition, curiosity drives deeper learning, increases motivation and engagement, which is crucial in doing different assignments, projects, and research.
• Teamwork: Collaborative work and amalgamating diverse experiences for collective growth were recognized as crucial strengths. Developing the ability to work effectively in a team equips students for future roles in both professional and community settings, fostering critical thinking, problem-solving, accountability, and meaningful networking opportunities.
• Self-regulation: The ability to focus on personal growth and empathize with others’ perspectives emerged as a vital strength for effective educational practices. Moreover, self-regulation plays a primary role in key areas, such as time management, self-directed learning, emotional control, development of resilience and adaptability in the multicultural educational environment.

The findings reveal that international students actively leverage key character strengths—creativity, hope, curiosity, teamwork, and self-regulation—in navigating academic challenges and fostering meaningful engagement within a multicultural classroom. These strengths not only facilitate adaptive learning and innovative thinking but also underscore the importance of optimism, doing research, collaboration, and emotional maturity. By embracing diverse perspectives and maintaining a growth-oriented mindset, students demonstrate a holistic approach to education that supports both personal development and collective success. This highlights the integral role character strengths play in shaping the educational experiences of international learners and enriching the global learning landscape.

6. Discussion

The insights drawn from these themes underscore the multifaceted nature of character strengths practices in education and emphasize the critical need for adaptable educational systems to effectively nurture and integrate these strengths, fostering quality learning experiences. Collectively, all the findings paint a comprehensive picture of the international students’ perspectives on quality education by highlighting the significance of individual character strengths, creativity, teamwork, self-regulation, and a conducive learning environment. These outcomes suggest a holistic approach to quality education that values academic knowledge, personal development, creativity, and effective interpersonal relationships. Yulianti (2021) also emphasizes that education is not only focused on cognitive intelligence but also on moral intelligence and character development.

The concept of quality in Higher Education is multifaceted and has been extensively researched by scholars (Green, 1994; Vlăsceanu et al., 2007). This paper proposes that enhancing the quality of Higher Education can be achieved by focusing on the quality of learners who recognize their character strengths and utilize them in educational contexts. Studies have shown that individuals who apply their character strengths experience greater well-being and optimal functioning. While there is a wealth of literature on integrating character strengths in basic education (White & Waters, 2014), and several intervention studies implemented in different disciplines, including clinical and non-clinical settings (Ruch et al., 2020; Schutte & Malouff, 2019), research on this topic in the context of Higher Education is limited in Hungary. Therefore, this study sheds light on how international students understand and practice character strengths in the educational context of Hungary.

The contribution of the present study delineates the learning and teaching environment in Hungarian Higher Education by emphasizing the character strengths of international students. The results offer valuable insights for integrating character strengths in education nationally and internationally, and may inform future intervention studies and curriculum development efforts. Increased awareness of the importance of character strengths among teachers and students can lead to their enhanced use and, ultimately, a more fulfilling life. The participants’ perceptions of character strengths in the present study align with those in the previous studies, emphasizing the pivotal role of character strengths in personal growth, effective communication, goal attainment, and well-being (Koch et al., 2020; Linley et al., 2010; Mar & Hercz, 2024), which are significant factors to improve the quality of education.

The two themes for research question 1 highlighted how international students contribute to quality education by regarding themselves as dedicated and responsible learners when learning new things, and the students emphasized the importance of character strengths and a supportive learning environment. These findings emphasize the importance of education, not only for academic achievement but also for fostering broader societal values. For example, students’ dedication and responsibility align with societal expectations of honouring commitments, fulfilling obligations, and promoting justice. Additionally, their dedication to hard work and appreciation for other cultures demonstrate their embrace of the values outlined by Mulyadi (2014). By nurturing these character strengths within a supportive educational environment, universities can significantly contribute to academic success and nurture responsible global citizens.

The two themes for research question 2 stated that students apply specific character strengths in their educational practices; for instance, character strengths are helpful in connecting with others in group activities, as effective communication enhances a shared understanding of educational goals, learning strategies, and individual needs (Pattiasina et al., 2024). Developing and enhancing these strengths demands a positive teacher–student relationship, and teachers should recognize students’ strengths and encourage them to achieve better educational outcomes and active participation (Srinivasan et al., 2024). The essential character strengths of high-quality learners, including creativity, curiosity, teamwork, perseverance, and perspective, play a crucial role in improving the quality of Higher Education. By prioritizing these strengths, building positive relationships, and nurturing resilience, educators have the opportunity to significantly boost student engagement, academic outcomes, and overall educational quality.

Furthermore, the participants emphasized the importance of receiving university support to develop character strengths effectively and enhance the quality of education. Although they appreciate the support of teachers in strengthening their abilities, they believe that universities, mainly through international offices and dedicated staff, could provide even more significant opportunities for students to showcase and hone their strengths on a larger, global scale. This systematic approach aims to improve overall well-being, confidence, and resilience by actively practicing individual strengths. These results call for integrating positive psychology in education or strengths-based education in Higher Education settings that encourage positive mental health and optimal well-being of all individuals. The paper also contributes to the growing body of the empirical literature using character strengths in education for better educational success and personal development.

7. Study Limitations and Recommendations

This study is exploratory and limited in scope due to its qualitative nature and small sample size, which restricts generalizability. Additionally, the absence of domestic student perspectives and longitudinal data constrains broader applicability. Based on the findings of the study, it is suggested that employing a quantitative survey to examine the impact of cultural diversity on the expression and application of character strengths in multinational classrooms would provide valuable insights and practice for developing inclusive and culturally responsive curricula. Moreover, future studies are recommended to employ experimental research designs (e.g., strengths-based workshops, mentoring programs, or character strengths education modules) to further enhance and examine the development and application of character strengths among international students. Systematic evaluations of these interventions could help identify best practices and scalable strategies for integrating character strengths into Higher Education systems.

Collaborative studies across institutions in various countries could illuminate global patterns and localized differences in the use of character strengths, offering a more comprehensive understanding of their role in diverse educational settings. These efforts would aid in the development of evidence-based policies and frameworks that prioritize character strengths as a fundamental aspect of fostering holistic student development and enhancing the overall quality of education. Future research should prioritize longitudinal studies to investigate how international students’ character strengths evolve over time, as some prior research highlighted the changes in strengths over time (Peterson & Seligman, 2003; Gander et al., 2020; Gander & Wagner, 2021) and their contributions to academic success and personal growth. Lastly, exploring the interplay between character strengths and other psychological constructs, such as resilience and self-efficacy, could yield deeper insights into how character strengths influence educational outcomes.

8. Conclusions

The modern educational environment is fraught with challenges, including elevated stress and anxiety levels, along with significant responsibilities and obligations for teachers. The labour market’s increasing demands place considerable pressure on both prospective and experienced teachers. In this challenging context, it is crucial for international students to cultivate their character strengths and understand their transformative impact on education quality. This endeavour not only facilitates personal growth but also significantly benefits broader societal interests.

The findings regarding character strengths practices discussed in this paper are pivotal for researchers and educators. They provide a strategic direction for leveraging these strengths to foster the holistic development of students and enhance the entire educational system. The specific character strengths highlighted by participants support the educational policy and curriculum reform, potentially leading to broader, more inclusive educational practices. Moreover, the identified themes pinpoint areas requiring future investigation, particularly within Hungarian Higher Education. In terms of practical implications, the insights from this study offer a foundation for future cross-institutional character strengths research for improving generalizability, evidence-based interventions, and programs designed to refine character strengths practices. These initiatives are crucial for optimal functioning and for the development of learning and teaching practices to enhance quality education.

By continuing to integrate character strengths into educational frameworks, we can better prepare teachers to meet the demands of modern educational environments and ensure that students are not only more resilient but also well-equipped to contribute meaningfully to society. Future research should continue to explore and expand on these findings, particularly through longitudinal studies via different institutions to confirm and extend the observed benefits of character strengths in education.