ABSTRACT
Christian universities typically provide a well-rounded educational model that nurtures the whole person—intellectually, emotionally, relationally, and spiritually. In contrast to the more cognitively focused ways of doing higher education, a holistic approach recognizes how all of these dimensions interact with one another and prioritizes nurturing the entire student. This literature review investigates how holistic education is understood in Christian higher education and emphasizes the integration of cognitive, emotional, and relational growth of students. The paper reviews literature relevant to holistic education by applying key concepts from student development theory, Christian philosophy of education, and current research on higher education institutions; thus, the paper synthesizes literature examining how academic rigor, emotional well-being, and community involvement contribute to student success. The literature review highlights major pedagogical strategies used in Christian universities, such as faith-learning integration, mentoring, and service-learning programs. While data are limited for evaluating the effectiveness of holistic education in Christian universities, they appear to have positive effects on student engagement, persistence, ethical development, and the overall strength of the institution. The article concludes by identifying areas where more empirical data are needed and proposing a conceptual model for understanding holistic education in Christian higher education.
Keywords: holistic education, Christian higher education, emotional intelligence, student development, faith–learning integration, student well-being
https://doi.org/10.65494/pinagpalapublishing.180
