Assoc. Prof. Dr. Rizki Edmi Edison, Ph.D.
The Neuroscience of Leadership in Nurturing Generational Well-Being

In an era where digital transformation and psychological insights shape the way we learn, work, and connect, leadership plays a critical role in fostering well-being across generations. Neuroleadership, a discipline that applies neuroscience to leadership, offers valuable insights into how we can empower communities by understanding the brain’s mechanisms in decision-making, communication, and resilience.
This talk explores how neuroleadership principles can be integrated into education, digital engagement, and mental well-being strategies to create environments that support personal and collective growth. Drawing from neuroscience research, we will examine how leaders can enhance motivation, adaptability, and psychological safety—key factors in navigating an increasingly complex world. By understanding the brain’s response to stress, change, and connection, we can develop leadership approaches that promote emotional intelligence, trust, and lifelong learning.
Through practical examples, this session will highlight how educational institutions, workplaces, and communities can harness brain-based strategies to bridge generational gaps, foster meaningful engagement, and cultivate a culture of well-being. As we move forward in an age of rapid change, a neuroscience-informed approach to leadership will be essential in empowering individuals and ensuring sustainable, thriving communities.
By embracing neuroleadership, we can build a future where knowledge, digital innovation, and psychological well-being are seamlessly integrated—transforming not only how we lead but also how we nurture human potential across generations.

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Dr. Felix Why
Dual Process Theories for Health Behaviour Change

Dual Process theories postulate that two pathways elicit behaviours — System 1 and System 2. System 1 processes operate automatically and quickly with little effort and less reliance on voluntary control. System 2 allocates attention to the effortful mental activities that demand it, including complex decision-making processes. With the popularity of the Nudge theory, System 1 approaches to behavioural change have gained popularity in non-scientific and scientific communities. These approaches leverage heuristics and environmental changes to the choice architecture to design interventions that subtly steer individuals towards desirable behaviours. Using my research and other research, I will present various ways System 1 behavioural interventions can be implemented at both the organisational and individual levels to effectively change health behaviours, such as increasing physical activity and making healthier food choices. Additionally, I will explore how these System 1 behavioural change interventions often interact with individual differences, including personality traits and body weight. I will also present potential reasons why System 1 approaches to behavioural change might emerge as a more effective approach than System 2 approaches.

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Prof. Lindsay Oades
Wellbeing Literacy: Will our children be able to communicate about and for wellbeing better than our generation?

We live in language. We value wellbeing. Comibining language use and wellbeing, Wellbeing Literacy is defined as a capability to intentionally communicate about bout and for wellbeing. Wellbeing literacy has relevance to form education, digital communications, and our very psychological landscapes, which we often construct through language, such as metaphor. This presentation will outline the five components of the capability model of wellbeing literacy, before providing examples of how it may be measured or assessed. Examples of contemporary research regarding wellbeing literacy and social media, and wellbeing literacy in early childhood education will be provided as a prelude to the challenging questions, Will our children be able to communicate about and for wellbeing better than our generation?

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Prof. Dr. Awalya, M.Pd.
Teachers Subjective Welbeing in schools : Its impact on Meaningful Learning

Managing educational units or schools effectively supported by teachers who have high subjective well-being and are able to implement interesting teaching strategies is the biggest challenge in today's education world. Competing with the proliferation of sources of information, knowledge, and skills that are so extensive, relatively cheap, and easily accessible to today's young generation, raises an important question: can schools still exist as meaningful places of learning for the young generation in the future? Several research findings show that meaningful learning activities require well-being among teachers. When teachers have high subjective well-being, they tend to be more motivated, creative, and able to build positive interactions with students, thus encouraging deeper engagement and understanding. Conversely, teachers who have low subjective well-being can reduce the effectiveness of teaching and lower the quality of learning. Measuring meaningful learning involves assessing how well students can connect new information with existing knowledge and apply it in real-life contexts.