FROM THE PEDAGOGICAL LINK TO THE COOPERATIVE COMMUNITY: “LEVERS” FOR STUDENT WELL-BEING IN HIGHER EDUCATION

Abstract

Students’ emotional health and academic success in Higher Education are closely tied to the quality of teacher-student relationships. This article explores the transformative potential of a pedagogical bond that is sensitive, inclusive, and equitable, as a condition for creating learning environments that promote student well-being. Cooperative learning (CL) is presented as an effective methodology for cultivating collaborative classroom communities based on positive interdependence, individual accountability, and meaningful interaction. The study is grounded in an interinstitutional project (2024–2026) involving five Portuguese higher education institutions and aims to train faculty in the use of CL pedagogies. Preliminary findings, based on classroom observations, attendance records, and participant feedback, point to improvements in group cohesion, the quality of pedagogical relationships, and reduced stress related to assessment. A qualitative interpretative approach was used. Results suggest that CL offers a pathway toward more inclusive, sustainable, and emotionally supportive educational communities.