This study explores first-year university students’ perceptions of psychological safety, team creativity, and academic well-being in problem-based learning (PBL) teams at Aalborg University, where PBL is systematically implemented. These constructs are vital for fostering effective collaboration and positive academic outcomes, yet their interrelations in educational contexts remain underexplored. A survey was administered to 893 students across STEM and Health programs, using validated instruments for psychological safety, team creativity, and academic well-being. Results indicate moderate to strong correlations among the three constructs, underscoring the interplay and connection between psychological safety, team creativity and academic well-being in team settings. Gender and program-based differences were examined, revealing small but significant distinctions, such as higher team creativity scores among STEM students and greater psychological safety reported by male students. These findings highlight the importance of fostering trust and inclusivity within PBL teams, particularly for students transitioning to university-level education. This study contributes to understanding the interplay between psychological safety, creativity, and academic well-being in collaborative learning environments and highlights the need for further research to explore both the development and distribution of these critical concepts, especially during students’ transition to higher education.

Academic well-being is often examined as an individual condition or support need, but less is known about how students construct well-being during transition into demanding pedagogical environments. This qualitative study explores how first-semester students in a Danish Problem-Based Learning (PBL) university understood and sustained academic well-being. Semi-structured interviews with 17 students from health-related and engineering/technology-related programs were analyzed using reflexive thematic analysis. The findings show that academic well-being was experienced as transition work: students made academic demands meaningful through relevance and purpose, developed confidence through emerging competence, negotiated support and vulnerability in teamwork, and managed autonomy within pedagogical and institutional structures. The study contributes to higher education research by showing how academic well-being emerges through interactions among intrapersonal resources, peer collaboration, and learning environments. It argues that transition support in PBL contexts should scaffold autonomy, collaboration, belonging, and academic meaning-making rather than treating well-being as an individual student responsibility alone.