Self-Determination Theory (SDT), pioneered by Edward L. Deci and Richard M. Ryan beginning in the 1970s and formally articulated in works such as Intrinsic Motivation and Self-Determination in Human Behavior (1985) and Intrinsic and Extrinsic Motivations (2000), offers an inspiring vision for education and work by affirming that human flourishing arises when the basic psychological needs for autonomy, competence, and relatedness are intentionally supported by key agents—teachers, school leaders, managers, policymakers, parents, and mentors—who design environments that invite ownership of learning, mastery through meaningful challenge, and genuine belonging; across classrooms and organizations, research has shown that such need-supportive contexts foster deeper motivation, creativity, ethical behaviour, resilience, and wellbeing, contributing not only to individual growth but also to healthier, more humane societies (Deci & Ryan, 2000; Ryan & Deci, 2017). From a Christian perspective, SDT resonates strongly with a biblical view of the person as created in the image of God (Genesis 1:27), called to grow in wisdom and skill (Proverbs 1:5), to exercise responsible freedom (Galatians 5:13), and to live in loving community (1 Corinthians 12:12–27); when education and work honour autonomy without abandoning moral guidance, cultivate competence as faithful stewardship of God-given gifts (Matthew 25:14–30), and strengthen relatedness through compassion and justice (Micah 6:8), they echo Christ’s vision of abundant life (John 10:10), demonstrating that applying SDT is not only a scientifically grounded pathway to personal wellbeing but also a powerful contribution to societal health, solidarity, and hope.