{"id":758,"date":"2026-10-13T09:54:28","date_gmt":"2026-10-13T06:54:28","guid":{"rendered":"https:\/\/help.jamk.fi\/ops-kasikirja\/?page_id=758"},"modified":"2026-10-13T10:12:34","modified_gmt":"2026-10-13T07:12:34","slug":"wellbeing-and-work-ability-competence","status":"publish","type":"page","link":"https:\/\/help.jamk.fi\/ops-kasikirja\/en\/wellbeing-and-work-ability-competence\/","title":{"rendered":"Wellbeing and work ability competence"},"content":{"rendered":"\n

Wellbeing competence creates preconditions for the student\u2019s learning, study ability and future work ability. It can be examined from the wellbeing literacy framework, according to which wellbeing is promoted by developing the ability to understand, use and apply wellbeing-related knowledge and interaction to promote one\u2019s own wellbeing and that of others (Oades et al. 2021). From this perspective, wellbeing and work ability competence is created through knowledge and action as an evolving competence that supports professional growth, responsible agency and a sustainable career.<\/p>\n\n\n\n

In higher education studies, the ability to study can be seen as a student\u2019s work ability. In the model for ability to study (2022) of the Finnish Student Health Service (FSHS), study ability consists of the student\u2019s personal resources, study skills, as well as support provided by the study environment and teaching. The ability to study is created through dynamic interaction between the student and the study environment, in which the resources related to wellbeing form a key foundation for learning and study progress. Studies show that the wellbeing of students has a positive correlation with academic success, commitment to studying and academic performance. On average, students with high wellbeing achieve better learning outcomes and make better progress in their studies than students with lower wellbeing (Kaya et al. 2021).<\/p>\n\n\n\n

Factors affecting study ability, such as personal resources, competence, motivation and support from the operating environment, are also central in working life. Study and work ability can be examined as interlinked entities that are based on the same key factors but manifest themselves in different operating environments and roles. Work ability can be described as a whole in which the worker\u2019s health, competence and motivation meet the work requirements. (Ilmarinen, 2006.).<\/p>\n\n\n\n

Promoting wellbeing and work ability competence supports the achievement of both national policies and Jamk\u2019s strategic objectives. The Vision for Higher Education and Research for 2040 (Ministry of Education and Culture 2026) emphasises wellbeing in study and work communities, and the National Working Life Development Strategy (Government 2026) highlights wellbeing, competence and productivity as mutually reinforcing success factors. In the competence area of Operating in a Workplace, which is one of the shared competences of universities of applied sciences (UAS), the emphasis is on promoting personal and work community wellbeing (Recommendation on the Shared Competences of Universities of Applied Sciences and Their Application 2022).<\/p>\n\n\n\n

In Jamk Strategy, Creating Solutions, wellbeing is seen as a resource for the community and a prerequisite for successful change. This emphasis is also supported by Jamk’s focus area of physical activity and wellbeing. (Jamk University of Applied Sciences, 2025 ab.) Of the strategic policies guiding curriculum work, student and working life orientation and research-based approach, in particular, support the development of wellbeing and work ability competence. In addition, competence in wellbeing and work ability is emphasised in Jamk\u2019s pedagogical principles, which guide to implement collaborative and student-centred teaching and counselling grounded in research-based knowledge and pedagogical insight. The goal is to strengthen the students\u2019 capabilities for taking care of their personal and community wellbeing, as part of learning, development of expertise and future working life. (Lehto et al. 2025.)<\/p>\n\n\n\n

Wellbeing and work ability competence in curricula<\/h2>\n\n\n\n

Wellbeing and work ability competence is part of the student\u2019s professional growth and development of expertise throughout their study path. It is built in interaction between individuals, communities and the operating environment. In the framework of wellbeing literacy, wellbeing and work ability competence is built through knowledge and understanding, interaction and agency, as well as the application of competence towards sustainable expertise (Figure 1). The goal is that the student understands the significance of wellbeing as part of professional growth and is able to promote it in their own actions, work and communities throughout their lives.<\/p>\n\n\n\n

\"The
Figure 1. Theoretical framework for building wellbeing and work ability competence in UAS studies<\/figcaption><\/figure>\n\n\n\n

Wellbeing and work ability competence may be included in joint studies in the curriculum, sector-specific course contents and practical training, as well as be visible as pedagogical and community-based activities that support wellbeing. Different fields focus on different issues related to wellbeing, strain and functional capacity and work ability, which is why it is appropriate to examine the theme as part of the expertise and working life requirements of the vocational field studied.<\/p>\n\n\n\n

In addition to curriculum contents, competence related to wellbeing and work ability is built in the UAS\u2019 operating culture. Community-spirit, inclusion and pedagogical solutions that support wellbeing and physical activity make wellbeing a visible part of studies and the operation of the entire academic community (Figure 2).<\/p>\n\n\n\n

\"Promoting
Figure 2. Building wellbeing and work ability competence in UAS studies.<\/figcaption><\/figure>\n\n\n\n

Questions to consider in curriculum work<\/h2>\n\n\n\n