The concept of pedagogical well-being has emerged alongside occupational well-being and student well-being. It represents a systemic whole, shaped by the interplay between teachers and students as well as other stakeholders and networks (encompassing planning, methods, assessment, etc.). It is also influenced by the support provided by, and the interaction within, the wider work community. (Vanhanen-Nuutinen & Aura 2023, Erkkilä & Perunka 2021, Soini et al. 2010.).
Pedagogical well-being relies on pedagogical awareness – an understanding of teaching, learning, well-being and the connections between them. We can promote pedagogical well-being by creating activities and structures that foster a sense of participation and agency among teachers and help them maintain their motivation, develop their expertise and engage in collaboration. Most importantly, pedagogical well-being refers to effective collaboration and a safe environment for working and learning. (Erkkilä & Perunka 2021.)
Teachers’ motivation and engagement are directly reflected in students’ well-being. Teaching methods also influence students: when teachers simplify their approaches and focus on the essentials, they set an example for students to do the same. Effective time management can reduce stress and minimise interruptions, enabling teachers to concentrate on teaching and fostering student engagement. Strategies that promote concentration are a key tool for successfully navigating today’s fast-paced and complex learning environment. (Leppäniemi & Kanervo 2025). The teaching guidelines and principles issued by the higher education institution to support pedagogical well-being must also be taken into account.