Abstract

This article aims to analyze university students' perceptions about the meaning of healthy university. It arose as a result of a research process of the project Pedagogía saludable [Healthy Pedagogy], carried out at the Center for Research and Teaching in Education (CIDE), National University of Costa Rica, from 2013 to 2015. The methodology implemented was based on a mixed approach, in which quantitative and qualitative aspects were considered to interpret results. The studied population was students enrolled in Education careers during 2014. A sample of 100 questionnaires with open-ended questions was randomly taken. The analysis showed the existence of several perceptions on health, as well as the presence of a trend to visualize health with a wider meaning than well-being of the body. A relevant finding was to visualize that the students' voices summon to look other factors of the university dynamic benefiting or damaging integral health. Some conclusions allow ratifying that universities, seen as learning communities, must promote the intellect development and affection from a perspective establishing a connection between the mind, body and spirit triad in order to educate responsibly and integrally. On the other hand, it is necessary to raise awareness of the fact that, within the university context, subtle relationships occur and have an impact on the health factor, and they must be reconsidered from the daily routine, the curriculum, and the institutional policies in order to intentionally legitimize healthy learning environments.

Keywords: University; healthy pedagogy; healthy coexistence; life, health