This 6-day training course aims to promote teachers’ well-being and prevent burnout through a structured approach based on the socio-cognitive model of well-being. Recognizing the emotional, relational and organizational complexity of the teaching profession, the course seeks to support participants in developing skills in emotional self-regulation, professional resilience, interpersonal communication and career sustainability.
Throughout the course, participants are invited to reflect on the cognitive, emotional and social factors that influence their well-being, as well as to explore practical and transferable strategies for the educational context. The training combines theoretical framework, guided reflection, analysis of real situations and practical exercises, promoting meaningful learning geared towards professional application.

The course is structured around six consecutive training days, organised progressively, with the aim of promoting understanding of teacher well-being and developing skills for preventing burnout. The pedagogical approach combines theoretical framework, guided reflection and practical exercises, ensuring the transfer of learning to the professional context.
The first day introduces the concept of teacher well-being and the socio-cognitive model of well-being, exploring the interaction between cognitive, emotional and social factors, as well as the main psychosocial risk factors of the profession. The second day focuses on emotional self-regulation and professional resilience, addressing stress management strategies, emotional regulation, empathy, conflict management and sustainable self-care practices.
On the third day, the focus is on personal and professional development, with an emphasis on autonomy, self-efficacy, motivation, assertive communication, and decision-making in complex educational contexts. The fourth day is dedicated to professional relationships and social support, highlighting the importance of effective communication, empathy, collaboration, and setting healthy professional boundaries.

The fifth day addresses the social and identity dimensions of the teaching profession, exploring topics such as belonging, social responsibility, inclusion, and career sustainability. The course culminates in the development of an individual wellness and burnout prevention plan, promoting the practical application of what has been learned.

Total duration: 6 days (with the 6th day dedicated to an educational excursion)
Daily workload: 5-6 hours per day
Total training hours: approximately 35 hours

Day 0

• Arrival Day

Day 1

• Foundations of Teacher Well-being (Central theme: Understanding teacher well-being from a socio-cognitive perspective)
• Presentation of the course, objectives, structure and methodology;
• Concept of health and well-being in the teaching profession;
• Teacher well-being as a multidimensional and dynamic process;
• Introduction to the socio-cognitive model of well-being;
• Interaction between cognitive, emotional, behavioral and social factors;
• Emotional experiences in teaching;
• Positive and negative emotional states in the professional context;
• Psychosocial risk factors in the teaching profession;
• Identifying early signs of stress and risk of burnout;
• Presentation session on entities and initiatives;
• Guided reflection on individual professional wellbeing.

Day 2

• Emotional Regulation and Professional Resilience (Central theme: Development of emotional self-regulation and professional resilience)
• Thematic icebreaker on emotional challenges in teaching;
• Basic emotions and complex emotions in educational contexts;
• Emotional regulation: fundamental concepts and strategies;
• Cognitive and emotional self-regulation in demanding situations;
• Conflict management in educational contexts;
• Empathy and compassion in professional relationships;
• Professional resilience: definition and protective factors;
• Practical strategies for strengthening resilience;
• Relationship between physical health, emotional well-being and professional performance;
• Practical exercises in emotional and psychophysiological self-regulation;
• When and how to seek support: formal and informal support networks

Day 3

Personal and Professional Development (Central theme: Professional agency, motivation and socio-cognitive resources)
•Professional autonomy and perception of control;
•Teacher self-efficacy and professional beliefs;
•Critical thinking applied to teaching practice;
•Assertive communication in the school context;
•Decision-making in complex and high-pressure contexts;
•Identification of personal and professional interests, values and resources;
•Professional motivation and engagement;
•Setting realistic and sustainable professional goals;
•Alignment between individual goals and institutional context;
•Reflection and group sharing exercises

Day 4

• Professional Relationships and Social Support (Central Theme: Healthy professional relationships as a key factor in well-being)
• Role of interpersonal relationships in teacher well-being;
• Professional relationships in educational contexts: colleagues, students, leadership and families;
• Open, honest and respectful communication;
• Empathy and active listening in professional interactions;
• Emotional support and collaboration among peers;
• Trust, teamwork and shared responsibility;
• Managing expectations and interpersonal conflicts;
• Setting healthy professional boundaries;
• Preventing emotional overload in professional relationships;
• Analysis and discussion of real situations brought up by participants

Day 5

• Teachers, Society and Sustainable Well-Being (Central Theme: Professional identity, belonging and long-term sustainability)
• Professional teaching identity;
• Sense of belonging and organisational culture;
• Citizenship and social responsibility in education;
• Human rights, inclusion and well-being in educational contexts;
• Social solidarity and interprofessional collaboration;
• Sustainability of well-being and teaching careers;
• Prevention of burnout from a socio-cognitive perspective;
• Development of an individual plan for well-being and self-care;
• Transfer of learning to professional practice;
• Course evaluation and final reflection.

Day 6

• Full-day Trip (experiential outdoor learning activity)

Day 7

• Departures

Programme details may be adjusted based on trainer availability, participant needs, public holidays, or unforeseen circumstances.

• Understand teacher well-being as a multidimensional and dynamic process, influenced by cognitive, emotional and social factors;
• Learn about the fundamental principles of the socio-cognitive model of well-being and its application to the educational context;
• Recognise psychosocial risk factors and early signs of stress and burnout in the teaching profession;
• Develop emotional awareness and emotional and cognitive self-regulation skills;
• Reflect on the role of professional relationships and social support in teacher well-being;
• Value the importance of autonomy, self-efficacy and motivation for professional sustainability;
• Promote a conscious and preventive approach to well-being and mental health in the educational context.

• Analyse the main cognitive, emotional and social factors that influence their professional well-being;
• Identify signs of stress, emotional overload and risk of burnout in themselves and in the professional context;
• Apply emotional self-regulation and stress management strategies in demanding educational situations;
• Use assertive communication, empathy and active listening techniques in professional relationships;
• Set healthy professional boundaries and manage conflicts constructively;
• Mobilise personal and social resources to strengthen professional resilience;
• Develop an individual plan for well-being and burnout prevention, transferable to teaching practice;
• Contribute to the promotion of healthier, more collaborative and sustainable educational environments.

The learning outcomes will be assessed and validated through various methods during the course: Group discussions, gamified lesson plans and teaching demonstrations, group projects and collaborative challenges, reflective journaling.

VET teachers, trainers and educators interested in increasing student motivation, engagement and participation through the use of gamification strategies in teaching and learning.
The course is also suitable for school staff and education professionals seeking innovative, learner-centred methodologies to enhance learning outcomes.

English / B1 or more

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Standard Package (480€):

– Course tuition;
– Training materials;
– Certificate of participation;

– Cultural and social activities.

Full Package (1.480€):
-Course tuition;
-Training materials;
-Accommodation;
-Meals;
-Local transportation;
-Cultural programme;
-Certificate of participation.

*Note: In the case of the training course in August, the full package costs €2.480.