SEMARANG, July 16, 2025 – The crucial issue of intergenerational well-being was the main focus of the Education and Psychology International Conference (EPIC) 2025 held at the Grasia Hotel in Semarang on Wednesday, July 16, 2025. The first international conference was initiated by the Faculty of Education and Psychology (FIPP) at Semarang State University (UNNES).
UNNES Secretary, Prof. Dr. Sugianto, M.Si., officially opened EPIC 2025, which carries the theme “Transforming Wellbeing across Generations: Empowering Communities thru Digital, Educational, and Psychological Perspectives.”
The chairman of the committee, Dr. Decky Avrilianda, S.Pd., M.Pd., explained that the conference was held hybridly, allowing for broad participation from experts. He mentioned that 141 researchers from various universities participated. They discussed how digital perspectives, education, and psychology can be key to empowering communities and improving well-being.
The topic, Decky said, is in line with supporting the Sustainable Development Goals (SDGs), particularly point 3 on health and well-being and point 4 on quality education.
The chairman of the committee, Dr. Decky Avrilianda, S.Pd., M.Pd., explained that the conference was held hybridly, allowing for broad participation from experts. He mentioned that 141 researchers from various universities participated. They discussed how digital perspectives, education, and psychology can be key to empowering communities and improving well-being.
The topic, Decky said, is in line with supporting the Sustainable Development Goals (SDGs), particularly point 3 on health and well-being and point 4 on quality education. The Dean of FIPP UNNES, Prof. Edy Purwanto, M.Si., in his remarks, emphasized the relevance of the topic of well-being, especially amidst the increasing phenomenon of suicide among students. “I hope this conference can be a platform for sharing knowledge and improving skills in promoting well-being,” he said.
Four Experts Unveil New Perspectives on Well-being
EPIC 2025 features four leading speakers who will share their latest insights and research.
Assoc. Prof. Dr. Rizki Edmi Edison, Ph.D. from Universiti Brunei Darussalam, highlighted “The Neuroscience of Leadership in Nurturing Generational Well-Being.” He stated that neuroleadership, which is based on the brain and behavior, is the art of moving people toward goals, innovation, and progress.
Dr. Edmi also presented a framework connecting leadership aspects, cognitive function, brain mapping (EEG), and neurofeedback, emphasizing the need for a bias-free approach in understanding human behavior. Her research on “Faking Good Among Porn-Addicted Adolescents” also highlights the role of the Frontal Lobe and Limbic System.
Meanwhile, Dr. Felix Why, a Senior Lecturer at Worcester University, presented “System 1 for Health Behavior Change.” He explained the difference between the System 1 (unconscious, automatic) and System 2 (conscious, controlled) pathways for behavior change. “Nudge” interventions that leverage System 1, such as placing healthier options within easier reach or setting healthy defaults, are proving increasingly effective and important, especially in the era of social media and the Reverse Flynn Effect (a decline in intelligence).
Prof. Lindsay Oades, from The University of Melbourne, introduced the concept of Wellbeing Literacy. He defines it as the ability to understand and construct a language of well-being to maintain or improve one’s own well-being, that of others, or the world. The Model of Well-being Literacy Capabilities he developed includes vocabulary, comprehension, composition, contextual awareness, and intentionality for well-being. Initial research indicates that well-being literacy is a distinct construct with unique variance.
Meanwhile, Prof. Dr. Awalya, M.Pd., Kons., Professor of Guidance and Counselling Management at UNNES, discussed teacher well-being as the core of successful educational quality. He highlighted research findings from 48 high schools in Central Java (2022-2024) which showed that teacher well-being did not directly affect students’ literacy and numeracy scores, but had an indirect effect thru the development of students’ character. Additionally, teacher well-being directly impacted teaching methods, classroom management, and psychological support, emphasizing the importance of support systems and professional development programs for teachers. This conference is expected to be an important foundation for developing strategies and policies to improve well-being across various segments of society, taking into account intergenerational dynamics in the digital age.
