From achievement to flourishing: a phenomenological study of outstanding students' lived experiences in Indonesian higher education

Flourishing among Indonesian undergraduate students is a multidimensional state linking emotional, psychological, and social well-being. Outstanding students in this context refer to undergraduates with documented achievements (i.e. academic awards, competition winners, or organizational leadership). However, limited research has explored how the achievements of outstanding students connect with resilience, social support, and meaning-making in their lived experiences. This study examines the flourishing dimensions and investigates the processes that shape the holistic well-being and academic growth of outstanding students. A phenomenological design recruited 14 outstanding undergraduates (18–24 years) through purposive sampling. Semi-structured interviews explored flourishing dimensions and processes. Data were transcribed, coded, thematically analysed, and member-checked to ensure depth, accuracy, and interpretive validity. Three dimensions emerged: positive emotions, adaptive psychological functioning, and social function. Flourishing develops through nine interconnected processes—goal-setting and planning, personal growth and self-transformation, time management and prioritisation, resilience and adaptation to failure, social relationships development, reflection and continuous learning, identity formation and meaning, social contribution and inspiration, and consistent commitment—illustrating flourishing as dynamic, relational, iterative, and culturally contextualised. Flourishing represents an evolving journey of achievement, resilience, and contribution. The findings inform universities to implement mentoring, reflection, and resilience programmes, while future studies should broaden the scope through longitudinal, comparative, and mixed-method research.