This paper explores the role of mundane, everyday moments in shaping university students’ wellbeing across cultural and virtual contexts. Focusing on an experiential learning project between students in Australia and Hong Kong, the study employs Day in the Life (DITL) videos to highlight how students conceptualise, perform, and reflect on wellbeing practices.

Using feminist and new materialist approaches, the paper argues on the importance of mundane daily routines and their entanglements with technology, space, and relationality in fostering student wellbeing.

Key Findings and Contributions

• The concept of mundane data highlights how small, mundane, everyday routines—such as cooking, commuting, exercising, and caring for pets—are critical to students’ wellbeing. These often-unnoticed activities that provide stability, relaxation, and connection in students’ lives.
  
  
• Students in Hong Kong and Australia conceptualised wellbeing differently, influenced by sociocultural and environmental contexts. Hong Kong students emphasized collectivist practices and urban mobility, such as routine commutes on the MTR. Australian students focused more on nature, fitness, and multispecies kinship (e.g., pets, gardens).
  
  
• Students demonstrated response-ability by leveraging their resources (e.g., time, routines, nature, and technology) to meet challenges such as academic workloads and isolation.
  
  
• The project emphasised the relationality of wellbeing—how students’ practices are shaped by and entangled with others (e.g., family, peers, pets, and the environment).

Implications for Policy and Practice

• For universities student support services, teachers, and policymakers, the findings offer actionable insights to create environments and programmes that are inclusive, responsive, and sustainably supports students’ wellbeing.