This mixed methods phenomenological research study employed critical dialectical pluralism and Bronfenbrenner’s Ecological Systems Theory to examine factors influencing Chilean university students’ well-being in the post-pandemic era. Semi-structured interviews with 22 undergraduates from diverse programs explored perceptions of well-being across Bronfenbrenner’s five ecological levels—the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The fully integrated analysis led to the identification of meta-themes, themes, and subthemes, including family, academic pressures, societal expectations, and digital and global landscapes. Intersections of ecological levels with demographic factors revealed unique well-being experiences shaped by cultural, financial, and institutional dynamics. These findings informed the development of an initial Chilean-Contextualized Unified Theory of Well-Being, expanding Bronfenbrenner’s framework to capture pressures faced by Chilean students, by adding two levels: the Digital Ecosystem and Global Context. The Digital Ecosystem highlights technology’s dual role in academic engagement and mental health challenges. The Global Context underscores international job markets and economic effects on students’ motivations and well-being. By integrating these additional levels, the study proposes a more comprehensive model that reflects contemporary realities, emphasizing the interplay between local experiences and global demands. This expanded framework underpins targeted interventions addressing students’ diverse experiences and developmental stages, fostering a supportive university environment promoting holistic well-being. Furthermore, it lays the groundwork for developing quantitative tools to measure ecological influences on well-being, encouraging policymakers to design evidence-based strategies for student support. Ultimately, this research contributes to theory and practice by offering a context-sensitive, multi-layered model of student well-being in Chilean higher education.

Authors:
Silvina Maria Zapata, Universidad Andrés Bello, Chile
Anthony Onwuegbuzie, University of Johannesburg, South Africa
Maritza Rosas-Maldonado, Universidad Andres Bello, Chile

About the Presenter(s)
Dr. Silvina Maria Zapata is an Associate Professor and the Director of the Master's in Teaching English as a Foreign Language at a Higher Education Institution in Chile.

Connect on ResearchGate
https://www.researchgate.net/profile/Silvina-Zapata

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