Academic Leaders’ Experiences of Inclusive Education through the Lens of Positive Psychology

This study explored how academic leaders applied principles of positive psychology in fostering inclusive educational environments and examined how positive psychological traits shaped their leadership experiences, challenges, and strategies. Anchored in an exploratory qualitative research design, the study sought to capture the lived experiences and leadership practices of academic leaders within diverse institutional contexts. One-on-one semi-structured interviews were conducted with eighteen (18) academic leaders, allowing for in-depth insights into how inclusion was enacted beyond formal policies. The collected data were analyzed using reflexive thematic analysis to identify recurring patterns and meanings…