Technical and Vocational Education and Training (TVET) systems are increasingly challenged by rising student stress levels, declining engagement, and limited opportunities for creative development. While existing research has extensively examined stressors in educational environments, limited attention has been given to the role of aesthetic learning environments in shaping psychological well-being and creativity among TVET learners. This paper develops a conceptual framework that integrates aesthetic environmental design, psychological resilience theory, and educational motivation models to mitigate stress and foster creativity in TVET institutions. Drawing upon social learning theory (Bandura, 1977), organizational behavior principles (Robbins et al., 2009), and empirical findings on stress and well-being in academic contexts (Carroll et al., 2022; Mofatteh, 2021), the study synthesizes literature to propose a multi-dimensional model comprising environmental aesthetics, emotional regulation, pedagogical interaction, and institutional support systems. The framework highlights how structured aesthetic interventions—such as spatial design, sensory learning environments, and art-integrated pedagogy—can reduce stress and enhance cognitive flexibility. Findings suggest that aesthetic learning environments serve as mediating structures between academic pressure and student creativity. The study contributes to TVET literature by providing a systems-based approach to student well-being and offers actionable insights for educators and policymakers seeking to improve learning environments in vocational education.

TVET, aesthetic learning environment, student stress, creativity

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