The flow experience in university

Flow, or optimal experience, is a state of deep immersion in an activity associated with a deep sense of fulfillment. While the existing literature often focuses on Flow in individual, competitive, or athletic contexts, there is a need to explore its induction in non-performance group settings to foster general psychological well-being. This study aimed to investigate the effectiveness of a novel, short-term training program, specifically designed to induce Group Flow and to promote Flourishing, improving mental health metrics among university students. A training program, totaling 13 hours over four structured sessions, was developed. The intervention was built upon two main pillars: 1) the practice of Mindfulness fundamentals, spanning all sessions; and 2) the use of introspective-exploratory techniques designed to progressively enhance a sense of personal and interpersonal connectedness, culminating in exercises involving the entire group. The program was tested on a heterogeneous sample of 24 university students (N=24), drawn from the "Rinaldo Franci" Conservatory in Siena and the bachelor degree program in Psychological Sciences and Techniques at the University of Urbino "Carlo Bo". The study utilized a pre-post quantitative design. Participants were assessed using two standardized and validated instruments: the Flourishing Scale (FS) and the Flow Short Scale (FSS). Statistical analyses (paired samples t-tests) were conducted on the mean scores. Additionally, qualitative assessments regarding perceived enjoyment and learning were collected post-training, complemented by a three-month follow-up focus group. Statistical analyses revealed statistically significant differences in the mean scores between the pre- and post-intervention phases for both scales. Participants demonstrated a reliable increase in their self-reported Flow experience (p < .05) and in their overall level of Flourishing (p < .05) after completing the training. These quantitative findings were strongly corroborated by the qualitative data, which indicated a noticeable and sustained positive shift in self-perception and relational efficacy among participants. The preliminary results indicate that the structured induction of Group Flow represents a highly promising and useful intervention. This model could be effectively integrated into university curricula to develop crucial transversal skills and serve as a reliable tool for the proactive, continuous promotion of mental health and the discovery of new internal psychological resources among students.