Creating learning environment through well-being-related activities for university students

This paper examines the implementation of well-being-related activities aimed at fostering a holistic, student-centered learning environment for first-year Master’s students. Conducted in a Norwegian university context, the study integrates activities designed to enhance students’ engagement while promoting awareness of their physical, emotional, and psychological well-being. The project was implemented in the aftermath of the COVID-19 pandemic; a time marked by heightened mental health challenges and shifting educational expectations. Data were collected from 44 Master’s students in Special Education (2023–2024) using a combination of survey questionnaires, interviews, discussions, class representative feedback, and reflection notes. The findings indicate initial resistance and confusion, but also show that over time, students developed awareness and appreciation for the relevance of well-being practices to both personal and academic success. Grounded in Self-Determination Theory and informed by Positive Activity Model, this paper contributes to the literature by offering practical tools and reflecting on the conceptual and logistical challenges of integrating well-being activities in higher education.