The field of educational research is increasingly concerned with rekindling the joy of learning as a central component of effective pedagogy. In recent years, rapid shifts in teaching methods, policy demands, and technology integration have often prioritized accountability, standardization, and efficiency over the lived emotional experiences of students and teachers. Yet, an expanding body of evidence underscores that positive emotions—especially joy, engagement, curiosity, and awe—are not merely complementary but foundational to the processes of deep and sustained learning. Studies have demonstrated that joyful experiences in educational settings are reciprocally influenced by both students and teachers, creating dynamic feedback loops that amplify engagement and foster environments conducive to meaningful intellectual growth.

Recent investigations highlight that experiences of joy and curiosity emerge most readily in classrooms that value autonomy, meaningful interaction, and the authentic lived experiences of learners. Flow states—moments of highly absorbed learning—have been shown to arise when the challenge-skill balance is optimal and are further supported by pedagogical strategies emphasizing autonomy, personalization, and gamification. Moreover, research points to the essential roles of intrinsic motivation and psychological need satisfaction in sustaining joyful and purposeful engagement in learning. While these findings have led to innovations in classroom practice and technology use, gaps remain in understanding how joy can be intentionally nurtured and maintained across diverse educational contexts, as well as how structural and cultural factors may constrain or enhance these experiences.

This Research Topic aims to reposition joy, curiosity, and wonder as core priorities in education by critically exploring their roles within contemporary pedagogies and systems. It invites a wide range of theoretical, empirical, and practice-based contributions that address how the joy of learning can be systematically fostered, the mechanisms through which it occurs, and the challenges posed by current educational paradigms. Through multidisciplinary engagement, the Research Topic seeks to generate new insights and practical strategies for reclaiming meaningful engagement and curiosity as central values within education.

To gather further insights into the diverse expressions and enablers of joyful learning, we welcome articles that investigate a wide range of contexts, learner populations, and disciplinary perspectives. Submissions may address, but are not limited to, the following themes:

• Philosophical and theoretical reconceptualizations of joy, curiosity, and meaning as foundational educational categories
• Pedagogical approaches such as play-based, project-based, and student-centered learning that cultivate joyful engagement
• The dynamics of flow, motivation, and self-regulation in relation to autonomy and psychological need satisfaction
• Teacher-student interactions and the mutual transmission of positive emotions within classroom communities
• Technology-enabled strategies, including gamification and personalization, that mediate and support joyful learning
• The design of physical, architectural, and virtual learning environments that enhance joy and motivation
• Cultural, cross-contextual, and critical analyses of how educational policies and societal norms impact the experience of joy in learning

Are you interested in contributing a manuscript to this Research Topic?

The Joy of Learning: Reclaiming Engagement, Curiosity, and Meaning in Education