Examining the conceptual alignment of the PEM well-being model through team dialogue in a co-design hackathon

Abstract

Well-being is increasingly recognised as integral to learning and educational success, yet its multidimensional and relational nature poses challenges for frameworks and instruments built around predefined constructs. Building on earlier research exploring school-aged students’ conceptions of well-being, this study extended the investigation to participants aged over 18 to examine how their co-designed conceptions aligned with the Physical–Environmental–Mental (PEM) model. Data from group discussions during a one-day hackathon involving 21 participants were analysed using deductive and inductive coding. Five of the six constructs identified in the PEM model were reflected in participants’ discussions, indicating substantial conceptual alignment. Inductive analysis also identified additional dimensions, including financial and political stability, suggesting the framework may benefit from further development to account for dimensions of well-being salient in adulthood. These findings demonstrate the potential of co-design to evaluate the conceptual coherence of existing well-being frameworks, identify population-specific dimensions and reveal gaps in conceptual relevance. This approach offers a basis for iteratively refining well-being frameworks and instruments across life stages before subsequent empirical testing.