<![CDATA[Programs that combine foreign-language instruction with intercultural exchange, such as the PASCH Program (Schulen: Partner der Zukunft), are commonly studied either as curriculum-management practice or as a source of student wellbeing, rarely as a single, interconnected system. This study aims to construct and describe an integrative model of curriculum management and intercultural learning that achieve student wellbeing within the PASCH Program at SMA Negeri 5 Malang. A qualitative case study design was employed with 17 purposively selected informants, comprising the headmaster, the vice-principal for curriculum, German language teachers, active students, alumni, and parents. Data were collected through in-depth interviews, participant observation, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, followed by a cross-thematic synthesis to map the relationships among findings. Trustworthiness was established through source and technique triangulation, member checking, and researcher reflexivity. The resulting model comprises three interlocking components-curriculum management (planning, organizing, implementing, controlling), school strategies for student wellbeing, and students' meaning-making through the PERMA dimensions-connected by a two-directional relationship in which structural and pedagogical support flows top-down while student experience and feedback flow bottom-up, with the five PERMA dimensions themselves forming a self-reinforcing cycle.]]>
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