This article examines the academic emotions experienced by students, with a particular emphasis on their affective states concerning acquiring knowledge, pedagogical methods, and attainment of goals. The positive emotions on the achievement of desired educational outcomes and identify circumstances that elicit positive affect. Although an excess of negativity poses an impediment to progress, moderate levels of anxiety or perplexity, when accompanied by self-assurance, can exert beneficial influence on attainment of educational objectives. The investigation examines the presence of positive emotions in context of learning and teaching, which is an area that has received limited attention in the past. Employing a novel method for measuring emotions, the study examines interview data obtained from 36 individuals who volunteered to participate in the research at an Australian university. The analysis delves into various themes associated with five positive emotions, thus facilitating a comparison of viewpoints between students and lecturers
