Abstract
Since the academic well-being of students at modern universities is determined by their desire for continuous learning and skill development, there is a need to pay close attention to the study of students’ academic well-being through the prism of their personal perceptions. Methodology and Methods. The aim of this study is to examine the sources that contribute to student academic well-being from the perspective of two different groups of students, namely first-year and senior students of the Faculty of General Medicine in a developmental environment through training sessions. Focus groups were used as the main method of obtaining information. Results. Two student groups, including 25 first-year students from the Faculty of General Medicine and 27 fifth-year students from the same faculty, participated in this study to illustrate the overall picture of sources of academic well-being. According to the results of the empirical study, first-year students demonstrated three points of view: an emphasis on the pleasure of balancing study and life, personal values and aspirations, and academic activity. The opinions of senior students focused on internal sources related to professional development, concerning their targeted academic development and the implementation of activity through self-management. Practical suggestions are offered for optimizing the development of a psychological and pedagogical curriculum to better support students’ academic well-being. Scientific novelty. The main sources contributing to the academic well-being of students in the context of interactive learning at the university have been identified. Practical significance. The developed approach can be applied to improve the quality of the educational process, achieve certain goals in interactive learning and maintain the well-being of students in both personal and professional activities.