Background University lecturers often face heavy workloads and emotional pressures that can undermine their well-being. Artistic engagement, such as singing and dancing, may offer valuable means of emotional renewal and personal growth. This study explores how artistic performance contributes to lecturers’ well-being in higher education through the lens of the PERMA framework, which comprises Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment. Methods A qualitative focus group discussion was conducted with six lecturers from a university in Southern Vietnam. The discussion, held in Vietnamese, was recorded with verbal consent, transcribed, translated into English, and analyzed thematically according to the PERMA dimensions. Results Engaging in artistic performance enhanced lecturers’ positive emotions, deepened engagement, strengthened collegial relationships, and fostered meaning and accomplishment. Participants viewed artistic activities as outlets for stress reduction and self-expression, helping them maintain motivation and emotional balance amid professional challenges. However, institutional recognition of such creative engagement remained limited. Conclusions Artistic participation supports lecturers’ holistic well-being and contributes to a more positive and connected academic environment. Universities should consider incorporating arts-based initiatives into well-being strategies to promote educators’ psychological resilience and sense of community. Future studies could extend this inquiry across disciplines and explore policy-level approaches to embedding creative practices in higher education.
Tran et al. (Tue,) studied this question.