This commentary outlines the research background of the paper “Berufliche Identitätsarbeit als subjektzentrierter Paradigmenwechsel einer transformativen Berufsbildung für nachhaltige Entwicklung (BBNE)” [Vocational identity work as a subject-centered paradigm shift in transformative VET for ESD] and examines its implications for health promotion in vocational education and training (VET). It focuses on the health-promoting potential of identity-based VET didactics within dual systems such as in Germany and introduces relevant theoretical, methodological, and didactic approaches. Identity development is understood as the reflection and shaping of the dynamic relationship between individuals and their social environment, which influences sustainable and health-related behavior.
Theoretically, the author demonstrates the compatibility of key VET concepts such as vocational action competence and vocational identity with Aaron Antonovsky’s concept of the salutogenic sense of coherence. Empirically, she highlights the challenges young people face in achieving a satisfactory person–environment fit during the transition to working life. Based on evidence that a strong person–environment fit enhances well-being, she argues that identity-based didactics can support learners in managing these developmental tasks. Considering current approaches to health promotion in VET regulations, institutions, research, and didactics, the commentary assesses prospects for systematic implementation. It concludes with an outlook on a forthcoming design-based research program on mental health in VET, aimed at developing health-promoting didactics within teacher education and preparing future multipliers for VET schools.

Career guidance, Education for sustainable development (ESD), Identity development, School-to-work-transition, Vocational education and training (VET), Youth mental health