This chapter examines wellbeing’s position in vocational taxonomies, focusing on wellbeing as a potential skillset and wellbeing literacy (WBL) as a mechanism for wellbeing skill acquisition. Vocational taxonomies-hierarchical structures of knowledge, skills, abilities, work styles, values, and tasks mapped to vocations-underpin many vocational education and training (VET) systems. We begin by defining WBL, including its components and mechanisms for enabling wellbeing, followed by an explanation of Competence Based Training (CBT) in VET and its relevance to wellbeing education. Key vocational taxonomies and unification attempts are outlined, alongside an overview of modifiable wellbeing qualities across four wellbeing science domains: positive psychology interventions, non-cognitive educational competencies, resilience and coping, and peak performance mental skills. Throughout, we connect these concepts to WBL theory and present comparative case studies of VET graduates-one trained in wellbeing skills, another in technical skills only-navigating workplace challenges. We address limitations of the skills-based wellbeing conceptualisation, particularly concerns about individualising wellbeing responsibility. The chapter concludes by advocating research toward holistically integrating wellbeing factors from wellbeing science into vocational taxonomies and VET. © 2026 selection and editorial matter, Lindsay G. Oades, Narelle Lemon, Jacqui Francis, and Tim Lomas; individual chapters, the contributors.
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