Abstract
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.
Keywords
Career guidance, Education for sustainable development (ESD), Identity development, School-to-work-transition, Vocational education and training (VET), Youth mental health
Theoretical Approach: A Salutogenetic Approach and Identity-Based Didactics
In Germany, VET curricula define vocational action competence as the overarching goal of vocational education and training. It refers to an individual’s willingness and capacity to act reflectively and in a socially responsible manner in vocational, societal, and private contexts [37]. Accordingly, learners must not only perform professional tasks but also internalize norms, rules, and moral principles guiding their actions in everyday life, including responsibility for their own health and well-being [37].
The World Health Organization (WHO) defines mental health as a state of physical, psychological, and social well-being rather than merely the absence of disease [38]. Its action plan promotes a holistic, multi-level approach addressing policy, everyday environments such as workplaces and schools, target groups, competencies, and the healthcare system. It emphasizes that both individual behavior and structural conditions must be considered. Pedagogically, this highlights the need to reflect on and shape the person–environment fit, thereby supporting identity development.
Traditional medicine and work psychology seek to identify environmental and individual determinants of health and illness [39], for example in studies by the Bundesanstalt für Arbeitsschutz und Arbeitsmedizin (BAuA) [40]. These inform evidence-based prevention and health promotion strategies. While prevention aims to avoid illness, health promotion fosters self-determined, health-oriented behavior [41]. Accordingly, programs either improve working conditions and/or strengthen individual resilience [22]. However, such approaches are criticized for often neglecting environmental factors [41]. A sole focus on behavior and resilience can frustrate learners or increase pressure to self-optimize when they face unhealthy conditions but cannot change them [42,43]. Such dynamics partly explain the discrepancy between health-related knowledge and intentions and observable behavior [16].
Moreover, health promotion strategies are often standardized and insufficiently tailored to specific occupations [22], although health risks differ across sectors such as business, nursing, or crafts and require specific expertise. At the same time, potential health-promoting effects of core VET concepts are often overlooked. Expanding vocational action competence can help individuals cope with challenges and reduce stress [44]. Career guidance can lay the foundation for a life design that fits subjective needs and ambitions [45], while social competencies enable individuals to assert and negotiate their interests, improving the person–environment fit [46,47].
Against this background, salutogenic approaches are particularly suitable, as they explain health differences through biographical development. Aaron Antonovsky introduced a paradigm shift by focusing on how health is generated rather than how illness is prevented [48]. Studying individuals who remained healthy despite adversity–for example holocaust survivors–he identified a biographically shaped sense of coherence, enabling people to perceive their environment as comprehensible, manageable, and meaningful [18,48]. This sense of coherence is grounded in personal resources, attitudes, and coping strategies developed over the life course.
Salutogenesis provides a suitable foundation for health-promoting VET didactics for three reasons. First, VET and work are key socialization contexts that can foster a sense of coherence. Second, vocational action competence reflects its core components: VET enables individuals to comprehend and manage their professional field. This is also a source of meaning as VET supports people to assume a vocational role in society. Third, salutogenic coherence aligns with identity-based didactics. Identity work helps individuals understand and manage the relationship between self and environment [2], establish coherence across life domains [18], and construct a biographical self-project perceived as meaningful [49]. Thus, strong links exist between salutogenic coherence, identity, and vocational action competence.
Selecting an appropriate identity theory is essential, as different approaches emphasize different aspects (for more details cf. [3,19]). For VET and mental health, interactionist approaches are particularly relevant because they focus on the interplay between individuals and their social environments. George Herbert Mead conceptualized identity as emerging through social interaction [50]. Building on this, Lothar Krappmann and Erving Goffman highlight that the quality of interactions shapes the extent to which individuals can express and develop their identity [46,47]. The better the alignment between a person’s abilities, aspirations, and values and their environment, the more likely they are to use their talents in meaningful ways [2–6,18].
Figure 1 [1, p. 282] illustrates how individuals interact with their environment. They are expected to present a socially accepted self-concept (Figure 1, left column), which is required for recognition and social integration. Individuals observe and perceive whether their behavior and possible options are socially valued and receive feedback on their fit with the environment. However, this social self-concept may differ considerably from the personal self-concept (Figure 1, right column), which comprises abilities, values, aspirations, and dispositions [2,3]. To navigate this tension, individuals must reflect on their interactions and develop competencies that enable them to balance both sides of the self-concept, for example self-knowledge and knowledge about the world of work, clear goals, realism, self-esteem, and coping strategies (Figure 1, middle column; [51]). Lothar Krappmann emphasizes social competences such as self-presentation, role distance, tolerance of ambiguity, and empathy, alongside linguistic and social skills that allow individuals to shape interactions constructively. These processes operate not only cognitively but also at motivational and agentic levels (Figure 1; [51]).
At the beginning of a career, young people experience major changes in roles and living conditions, such as leaving the parental home or earning their own income. This often creates a substantial gap between social and personal self-concepts. VET learners and teachers, thus face key developmental tasks aimed at reducing and balancing this gap. Qualitative studies across VET contexts consistently identify four central challenges [1,6–8,52,53].
Identification
Career starters must decide whether to remain in their chosen occupation or adjust their career path.
Shaping
If they remain, they need to actively shape their work environment and career trajectory to align professional demands with personal aspirations. This includes negotiating working conditions, managing work–life balance, choosing suitable workplaces, and developing a vocational self-concept and professional ethos that allow role distance while maintaining authenticity.
Competence development
Addressing these challenges requires professional, methodological, and personal competencies that expand individuals’ scope of action and enable creative problem-solving.
Recognition
Successfully managing these tasks increases the likelihood of recognition from supervisors, colleagues, customers, and peers. Conversely, lack of recognition e.g., due to envy, power abuse, or disregard can hinder the development of a stable vocational identity, making it necessary either to assert one’s need for recognition or to change workplaces.
Empirical studies provide illustrative case studies of these challenges among apprentices [1–3,6]. Case studies show that support needs vary depending on individual developmental problems: difficulties in shaping self-concepts, experiences of exploitation or stigmatization, lack of recognition of prior knowledge, searching for niches in demanding labor markets, or repeated failure and rejection [1–3,6]. Overall, qualitative research indicates that apprentices are often left to cope with these tasks largely on their own [1,6–10]. Awareness of discrepancies between personal and social self-concepts, along with identity-related competencies, can help learners manage stressors more consciously and develop individualized coping strategies. It may also enable them to articulate their needs and influence their social environment, or to initiate change within it [54,55]. Supporting learners in mastering these developmental tasks should therefore be a central objective of VET [1,2,6]. However, full alignment between social expectations and personal self-concepts is rarely achievable; identity balancing remains a lifelong process. In a dynamic world of work, learning to navigate these challenges is essential not only for entering employment but also for shaping long-term career trajectories [1].
This raises the question of how VET practice can be transformed to realize the health-promoting potential of identity-based approaches. The following chapter addresses this issue.
Introduction: The Health-Promoting Potential of Vocational Education and Training
The author is a German vocational education and training (VET) pedagogue and researcher with a particular interest in vocational identity development. She conceptualizes identity as a complex mental construct of the self, formed through meta-reflection on sequential situational experiences. Identity is understood as an essential prerequisite for action [1,2]. Identity development (also referred to as identity work or identity balance) denotes the lifelong process through which individuals reflect on their relationship with their environment and seek a meaningful place in society [2].
The author has investigated how apprentices in the retail sector cope with workplace challenges [1–6]. Consistent with other qualitative studies, her findings indicate that apprentices face significant challenges that require didactic support in order to prevent dropouts and reduce mental stress [7–10]. As it is not possible to present all arguments and findings in this commentary, readers are referred to the cited publications for further details and relevant references.
VET for sustainable development is a field of research and practice that relates to the United Nations’ Sustainable Development Goals (SDGs) [11]. Education (SDG 4) is regarded as both a driver and a prerequisite of sustainable development, which depends on responsible and skilled individuals [11]. In this context, VET plays a crucial role, as many sustainability risks originate from economic activities. Sustainability encompasses not only ecological concerns but also economic and social dimensions. Mental health as part of the social dimension of sustainability is explicitly addressed in SDG 3 [11]. There is substantial evidence that sustainable behavior affects not only ecological and economic outcomes but also individual well-being [12].
While attending a conference on sustainability in VET, the author analyzed the current state of sustainability-oriented didactics [4]. She observed that didactic principles developed through various model projects have shifted from traditional action-oriented approaches toward more identity-based ones [13]. One explanation for this shift is a phenomenon also identified in health promotion: the gap between knowledge of sustainable or healthy behavior and actual behavior [14–16]. Hübner [16] argues that the relationship between the individual and their environment i.e., identity development is decisive for behavioral outcomes. Only when individuals experience incentives, rewards, or positive feedback are they likely to internalize sustainable or healthy behaviors as part of their identity [4]. In VET discourse, identity-based didactics are often described as subject-oriented; however, this term lacks precision, as virtually all didactic approaches claim to be subject-oriented. In this commentary, the term identity-based didactics is used to describe approaches that explicitly focus on the relationship between the individual and their environment [17]. Key characteristics of such approaches will be outlined in the methodological section.
The author assumes that identity-based didactics are also beneficial for mental health, as they enable learners to cope with conflicts, challenges, and crises that may lead to stress, anxiety, and alienation. Empirical findings by Keupp indicate strong correlations between well-being and identity development [18]. Numerous studies show that strong identification with one’s profession, organization, or work activity is associated with positive outcomes such as improved performance, greater well-being, better mental health, and higher customer satisfaction [1,19,20]. Identification can thus be seen as an indicator of person–environment fit. If VET succeeds in fostering learners’ identification with their occupation, it is likely to promote their mental health in a sustainable way. However, studies in VET also reveal that identification is often low across many occupations and tends to decline over the course of an apprenticeship [1,21]. To date, health promotion concepts have played only a minor role in German VET for sustainable development [22]. At the same time, mental health among young people is deteriorating. Even in general education, approximately half of all adolescents report psychosomatic complaints such as headaches, stomachaches, back pain, low mood, irritability, nervousness, sleep difficulties, and dizziness [23,24]. Studies indicate that 20–25% of adolescents experience serious mental health problems, such as anxiety or depression, with an increasing trend [24,25]. Currently, anxiety related to multiple crises and increasing loneliness are contributing to this development [23–25]. Female and gender-diverse adolescents show significantly higher prevalence rates [23–25]. Research also demonstrates strong links between socioeconomic disadvantage and health problems [26,27], a finding of particular relevance for VET schools, where learners from diverse backgrounds are represented. Upon entering dual vocational training, many encounter demanding working conditions characterized by high rates of sick leave and staff shortages, potentially creating a cycle of stress [28]. In addition, intergenerational tensions regarding issues such as pension systems, climate policy, compulsory service, and work ethics further shape young people’s experiences [29–32].
The situation is further compounded by the fact that many teachers, student teachers, and trainee teachers also experience health problems due to academic and occupational stress. Teachers face multiple stressors, and learners’ behavior in increasingly heterogeneous classrooms is often perceived as particularly challenging [33,34]. Although teachers are expected to develop inclusive teaching competencies, many feel insufficiently prepared [33]. As a result, the quality of interaction between teachers and learners plays a crucial role in the well-being of all involved [35].
This commentary aims to explore the health-promoting potential of identity-based VET didactics. This issue is particularly relevant for stakeholders in teacher education and didactics, policymakers responsible for health promotion, and professionals in adolescent psychiatry. The German dual VET system is internationally recognized for its effectiveness in meeting labor market demands, as comprehensive, multi-purpose qualifications contribute to low youth unemployment rates [36]. Moreover, dual VET systems provide structured opportunities to reflect on workplace experiences within vocational schools. The author assumes that this may also offer specific health-related benefits that are not yet sufficiently addressed in existing health promotion concepts.
To examine this potential, the author draws on theoretical connections between identity development, vocational action competence, and Antonovsky’s salutogenic approach. The commentary then outlines the current state of health promotion and identity-based didactics in VET and concludes with a discussion of the opportunities and limitations associated with implementing identity-based health promotion in this context.
Methodological Approach: Possible Implementation of Health-Promoting VET Didactics
For this purpose, different systemic levels must be considered: curricula and regulations, VET institutions, as well as research and didactics [38].
VET curricula and regulations
As noted, VET curricula already include health promotion [37], and the Federal Institute for Vocational Education and Training (BIBB) requires its integration into new curricula [56]. Companies in the dual system must also comply with the Arbeitsschutzgesetz [57]. However, health promotion is still largely understood as preventing accidents and occupational diseases. A broader understanding, aligned with the WHO [38], is needed. Although current regulations do not fully reflect this, they do not prevent stakeholders from adopting more holistic approaches.
VET institutions
VET schools and training companies can receive funding for prevention programs aimed at becoming “healthy organizations” [58,59]. However, funding structures are complex, and requirements set by statutory health insurance providers are often rigid and demanding [22,58]. This can create additional burdens, particularly for already stressed participants. As a result, few schools engage in such programs, which are typically limited in duration and scope [22]. Consequently, the transfer of evidence-based concepts into practice remains limited. Embedding health promotion directly into curricula appears more sustainable and less burdensome.
VET research
There is still little evidence on mental health and health promotion in VET [22]. Youth health studies rarely provide separate data for VET learners, and new didactic approaches are seldom evaluated for health effects. Even scholars in related fields such as sustainable development rarely develop comprehensive health promotion concepts or collaborate with disciplines like psychology or occupational medicine [22].
At the same time, VET research already employs methodologies suited to practical change. Design-based research (DBR) is widely used in VET model projects and involves iterative, collaborative mixed-methods research in real-world settings [60,61]. Interventions are theory-driven, empirically tested, and continuously refined, aiming at both practical impact and theoretical advancement.
VET didactics
In the dual system, didactics often focus on vocational competencies and objective occupational demands, reflecting an objectified understanding of action theory. Subjective dimensions of agency receive less attention [1,2,6–10], although they are increasingly important in a dynamic labor market with rapidly changing demands. At the same time, dropout rates remain high, and many school leavers do not meet entry requirements for apprenticeships [62]. These learners often enter preparatory programs, where mental health problems are particularly prevalent [44,63,64], reflecting broader links between socio-economic disadvantage and health according to existing evidence [26,27]. Identity-based didactics are mainly applied in such preparatory contexts, extending career guidance from general education [44,63–65].
However, these approaches may also help learners in the dual system cope with workplace challenges. The author therefore proposes several recommendations [1, 6]: workplace challenges should be treated as learning opportunities, allowing reflection on critical incidents such as conflicts or lack of recognition. Greater attention must be paid to learners’ biographies, especially when they enter occupations involuntarily–a known risk factor for dropout [66]. Learners need opportunities to reflect on the subjective value of their training and to develop strategies for pursuing professional goals, for instance through expansive learning goals that broaden their scope of action [55]. Social competencies, though central in work contexts, are rarely addressed in relation to identity. Learners should experience them as resources for pursuing their own interests and maintaining well-being [1,6]. In addition, learning environments must foster trustful interaction and constructive feedback among all participants. The author proposes Theme-Centered Interaction (TCI) as a group-based pedagogical approach that balances individual needs, group dynamics, and task requirements [1,2,67]. Originally developed in psychotherapy, TCI can support the discussion of real-life challenges and expand learners’ scope of action.
Discussion
VET is a key field for promoting youth mental health and sustainable working lives. As many school leavers already face mental health challenges, both preventive and therapeutic approaches are necessary. However, many VET scholars feel insufficiently qualified to address these issues, making interdisciplinary collaboration essential particularly with psychotherapy, occupational psychology, and occupational medicine. Identity-based approaches are promising as lined out in this commentary but require empirical backing to reinforce their application in real-world settings.
Accordingly, a new interdisciplinary research team funded by the Federal Ministry of Labour and Social Affairs (BMAS, FOGA program) will be established at Leuphana University Lüneburg to develop health-promoting identity-based didactics and train future teachers [22]. The focus will be on intra-curricular approaches and teacher education. This is crucial because prospective teachers themselves are affected by mental health challenges [33,34], yet can act as multipliers if they learn to support both their own well-being and that of their students [22]. From a research perspective, a major goal is to produce empirical backing for the health-promoting effect of identity-based didactics by means of a complex mixed-methods design including scoping reviews, qualitative case studies, quantitative cross-sectional studies, curriculum mapping, cluster-randomized trials and focus groups.
To address existing research gaps, youth and health studies should report separate data for VET learners, and health-related outcomes should be routinely evaluated in VET research. Established well-being measures are readily available through research and clinical practice and might be adapted to VET purposes. Although identity-based didactics are increasingly applied, they are rarely assessed in terms of health effects. While DBR findings are context-dependent, they still provide valuable evidence for designing health-promoting VET environments. Compared to short-term projects, evidence-based curriculum development and didactics are likely to be more sustainable and cost-effective.
For therapeutic purposes, closer cooperation between therapists and VET teachers is needed to support career paths that foster identification and build on individual strengths. Case studies could help identify success factors and barriers for health-orientated career guidance and multiprofessional cooperation.
Overall, the proposed measures aim to initiate a continuous process in which VET stakeholders develop greater awareness of health issues. This is a key prerequisite for building the expertise required to ensure that VET contributes to the long-term mental health of both learners and teachers.
Author Contribution Statement
Christiane Thole is the sole author of this article.
Conflicts of Interest
The author declares there are no conflicts of interest.
Funding Statement
This research received so far no funding. The planned research group will be funded by the FOGA-Program (Forschung zur Gesundheit in der Arbeit) funded by the Bundesministerium für Arbeit und Soziales in Berlin/Bonn.
AI Statement
The content of this text has been conceived and written without any AI-tools. For linguistic and stylistic revision, the free browser version of Chat GBT has been applied with the following prompt: Please correct Germanisms in the following text and use academic language like a native speaker.
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