İLE KURULMUŞTUR Reimagining the educational model to incorporate inner development takes ongoing institution-wide commitment and the articulation. It is also a matter of acculturating concepts and theories of well-being which inform program details, analyze the effectiveness of interventions planned and highlight how much importance institutions place on the effectiveness and relevance of these interventions. Effective programs go above and beyond the standard psychological health care, and recognize and promote the positive social, physical, economic, and contemplative aspects of wellbeing that are most important to their students as well as their institution.In fact, adopting existing wellbeing models and then advancing by adapting, modifying, or re-inventing them to have greater impact on society was among the most reliable and significant first lessons from the network research. In general, we discovered that the majority of popular contemporary models of well-being have their roots in European value systems and culture. As institutions adopted them and started to implement them however, the shortcomings of these models, including the inherent cultural biases and an emphasis on emotional well-being using an individualistic perspective--were made clear. As a result, we began looking to additional models, such as the Organisation for Economic Co-operation and Development (OECD) Framework for Measuring Well-Being and Progress (which incorporates income, work, housing, and environment) and Stanford WELL for Life survey (which includes physical health, finance, and spirituality/religiosity, and has been studied in cross-cultural environments).We also urged institutions to adopt frameworks and methods that are rooted in their cultural contexts, to create more culturally relevant and relevant models. For instance, Koc University in Istanbul, Turkey, initially used an initial version of the PERMA concept of wellbeing first developed by the University of Pennsylvania. But, they realized that it was required to create an approach which was more relevant to the cultural context in which it was situated. The use of local concepts, language pictures, stories, and concepts which resonated with the students staff, and faculty improved the integration, implementation and efficiency that the program had. Similar to what was successful for students at Stanford University with undergraduate students was only partially adapted to postgraduate training in the Women's Influence Power Program at the University of Cape Town, and vice versa.