This article is based on a study examining hope among a group of teachers, university students, and instructors in educational contexts in Muslim societies. It utilizes a measure of perceived hope and examines correlates to include forgiveness attitudes, emotional regulation, gratitude, and meaning making to understand their importance in the local context. The study contributes to understanding components of psychosocial wellbeing, especially hope in development education and ways it interacts with other competencies. The empirical research results suggest significant correlations between the variables and significant differences between males and females, age groups, and students versus educators. Multiple regression analyses also suggest a strong prediction of having gratitude on perceived hope, followed by meaning making, emotional regulation, and forgiveness having the lowest prediction value. As a quantitative study, it has limitations and the results cannot be generalized to the whole population. Nevertheless, it has implications for social and personal development as well as social policies that support hope to motivate people to create change and pursue better futures.
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