The day opened with a keynote by Professor Marta Bassi from the University of Milan. She explored the concept of flow and its role in promoting well-being across diverse life domains. Flow occurs when perceived challenges and skills are balanced, leading to optimal experiences characterized by deep concentration, clear goals, intrinsic motivation, and positive affect. She showed research demonstrating its benefits across multiple areas: in education, flow fostered academic engagement and creativity; in professional contexts, it reduced burnout and enhanced performance; and in health and rehabilitation, it supported coping strategies and improved quality of life.
Professor Bassi also described the theory of psychological selection, which explains how flow-related activities are replicated over time, fostering personal growth and complexity. She introduced available flow assessment tools and practical strategies, emphasizing that promoting flow is not merely about performance—it is about empowering individuals to thrive despite adversity, fostering resilience, and enhancing quality of life through meaningful engagement.
The seminar continued with a rich program of presentations. Kaisa Vuorinen, PhD, founder of Positive Learning, shared how character strengths can transform teaching and learning, urging educators to shift from “What’s wrong?” to “What’s right?” through the See the Good -framework. Doctoral Researcher Katri Pardon presented her dissertation on the prosocial foundations of children’s relationships in Finnish early childhood education, showing how kindness and compassion, ways of being rather than mere actions, strengthen resilience and belonging. PhD Anne-Mari Kuusimäki examined digital communication in teacher-parent partnerships, highlighting its role in building trust and cooperation while stressing the importance of balanced feedback and sensitive conversations offline.
Next, Doctoral Researcher Päivi Halmekoski discussed the structure of character strengths and virtues in youth, identifying compassion and patience as key dimensions and offering tools for schools to foster these qualities. Later, Doctoral Researcher Viivi Pentikäinen introduced the Positive Education Teacher Training program, based on the PERMA model, which enhances teacher well-being through positive emotions, self-leadership, and stronger relationships—benefits that may transfer to students. Adjunct Professor Lotta Uusitalo explored psychological capital and measuring its dimensions among Finnish teachers. This led to a mutual discussion about updating and developing the available measurement tools. The day concluded with PhD Satu Peltomäki, who addressed collaborative approaches to setting individual goals for pupils with intellectual disabilities.
This final seminar of 2025 was marked by inspiring ideas and collegial exchange. We warmly thank Professor Marta Bassi and all participants for their contributions and look forward to continuing this work together in the coming year.