Cultivating Relational Joy: Integrating Self-Determination Theory with Joy-Centred Pedagogical Practice
Abstract
This conceptual article explores joy as a relational and pedagogical force in higher education, examining its connection to student motivation, well-being, and belonging through the lens of Self-Determination Theory (SDT). Drawing on SDT’s core psychological needs for autonomy, competence, and relatedness, the paper argues that joy is best understood not simply as an individual emotional outcome but as an emergent property of learning environments that either support or frustrate these needs. From this perspective, joy arises in inclusive classroom communities shaped by shared learning, mutual care, and collective meaning-making, while its absence may reflect disconnection, constraint, or diminished competence. The paper further argues that cultivating joy-centred pedagogy is not only a matter of effective teaching but also an ethical responsibility, particularly in light of inequitable access to need-supportive educational environments. By connecting SDT with research on joy in education, this article offers a conceptual framework for understanding how educational environments shape the conditions under which joy becomes possible and identifies implications for educators and institutions seeking to create more inclusive, relational, and meaningful learning experiences.