Professional Well-being Research Articles

Future-Ready Minds, Resilient Hearts: Understanding Psychological Well-being and Resilience in College Teaching in the Philippines

The psychological well-being of college instructors is a critical factor in their professional satisfaction and effectiveness, yet there is limited research on how various dimensions of well-being evolve in response to career challenges and institutional support, particularly for instructors balancing both teaching and administrative duties. This study addresses this gap by exploring the psychological well-being of 12 college instructors in a qualitative case study. Using in-depth interviews, the study examines five key constructs of well-being: emotional, social, professional, physical, and personal well-being. The findings reveal that instructors' well-being is shaped by external pressures, such as the dual demands of teaching and administrative responsibilities, as well as institutional support. Internal factors, including coping strategies, personal reflection, and social support, also play a significant role. Notably, the study identifies the importance of a sense of purpose, work-life balance, and supportive relationships in maintaining resilience against stress. In conclusion, the study emphasizes that a holistic approach to teacher well-being, considering both professional and personal dimensions, is essential for enhancing mental health and job satisfaction. The research underscores the need for institutions to develop tailored, comprehensive well-being programs and suggests that future research should examine the long-term effects of such interventions, particularly for instructors with dual roles, and explore how different teaching contexts influence well-being outcomes.

Humanization and professional quality of life in oncohematology and radiotherapy care: A descriptive study in a university hospital

To evaluate levels of humanization, professional quality of life, resilience, communication skills, and the use of silence among healthcare professionals in these areas. Observational, cross-sectional, and descriptive study conducted in a referral hospital. Data were collected from 152 healthcare professionals through questionnaires assessing professional quality of life (ProQOL), resilience (CD-RISC), humanization (HUMAS), communication skills (EHC-PS), and the use of silence (Q-SPS). The median age of the professionals was 42 years. They showed moderate levels of compassion satisfaction and resilience (means=23.47 and 29.96) but low levels of humanization (mean=66.09). Emotional exhaustion was significant among physicians (mean=19.19, P=.022), while radiotherapy technicians excelled in empathy (mean=27.33). Significant correlations were observed between compassion satisfaction and optimism (Rho=0.2017, P=.0127), and between productive silence and communication skills (Rho=0.3131, P=.0001). Strengthening emotional and communication competencies is essential. Interventions should focus on reducing compassion fatigue and enhancing the well-being of healthcare professionals, improving care quality for oncohematology and radiotherapy patients.

Measuring Self-Reported Well-Being of Physicians Using the Well-Being Thermometer: Cohort Study.

Advancements in medical science have focused largely on patient care, often overlooking the well-being of health care professionals (HCPs). This oversight has consequences; not only are HCPs prone to mental and physical health challenges, but the quality of patient care may also endure as a result. Such concerns are also exacerbated by unprecedented crises like the COVID-19 pandemic. Compared to other sectors, HCPs report high incidence of stress, depression, and suicide, among other challenging factors that have a significant negative impact on their well-being. Given these substantial concerns, the development of a tool specifically designed to be used in clinical settings to measure the well-being of HCPs is essential. A United Kingdom-based cross-sectional pilot study was carried out to measure self-reported well-being in a cohort of 148 physicians, using the newly developed well-being thermometer. The aim of the tool is to allow respondents to develop an individual sense of "well-being intelligence" thus supporting HCPs to have better insight and control over their well-being and allow insights into how to manage it. The tool consists of 5 well-being domains-health, thoughts, emotions, spiritual, and social. Each domain can be measured individually or combined to produce an overall well-being score. The tool demonstrated good internal consistency; the Cronbach α in this study was 0.84 for the total scale. Results from this cohort demonstrated that the well-being thermometer can be used to gather intelligence of staff well-being. This is a promising new tool that will assist HCPs to recognize their own well-being needs and allow health care organizations to facilitate change in policies and practices to reflect a better understanding of staff well-being.

The future of flourishing in veterinary medicine: a systems-informed positive psychology approach in veterinary education

Individuals in the veterinary profession are experiencing significant mental health and wellbeing challenges. A holistic view of wellbeing, which encompasses both physical and mental health, underscores their interconnected nature. This integrated approach reduces the artificial separation of wellbeing facets, and highlights how mental states influence not only individuals, but also their interactions with animals, the environment, and others in the workplace. Wellbeing challenges in veterinary medicine may contribute to negative impacts in animal, human, and environmental health. Veterinary education institutions and systems are also experiencing complex challenges as they adapt to rapidly changing societal, workforce, and professional wellbeing related pressures. This review paper explores the field of positive psychology and its application in educational contexts, commonly known as positive education. A thorough exploration of the systems-informed positive education approach and ways in which it can proactively enhance veterinary professional wellbeing from within the veterinary education ecosystem are presented. It is important to recognize that individual self-care, while valuable, cannot compensate for systemic dysfunctions such as poor team dynamics, ineffective leadership, or organizational culture issues. Addressing these systemic factors is critical for creating environments that support sustained flourishing. Positive psychology interventions delivered through the pathways of individuals, groups, and organizations specifically within a veterinary education context are discussed. Limitations, considerations, and proposed measurement strategies are reviewed. The implications of implementing a systems-informed positive psychology approach to enhance wellbeing in veterinary education include creating curriculum and cultures that enable flourishing within veterinary education institutions. Strengthening the individual and collective wellbeing of veterinary professionals has the potential to enhance the quality of care provided to animals, which has myriad positive implications for animal caregivers, their communities, the environment, and society.

Factors that support the wellbeing of healthcare professionals: an interpretivist phenomenological study

Factors that support the wellbeing of healthcare professionals: an interpretivist phenomenological study

Promoting Wellness Among Orthopaedic Surgeons.

» Wellness encompasses multiple dimensions of well-being, including physical, mental, emotional, social, and spiritual health. Prioritizing physician wellness is crucial for ensuring high-quality patient care and reducing the risks of burnout, depression, and other mental health issues. Poor wellness among physicians not only affects their personal and professional lives but also has a ripple effect on patient care. It is associated with higher rates of medical errors, lower patient satisfaction, and an increased risk of mental health disorders including anxiety, depression, substance abuse, and suicide. » Burnout is a significant issue among healthcare professionals, particularly physicians. It can lead to severe consequences like increased medical errors, job dissatisfaction, and a decline in both personal and professional well-being. Addressing burnout through coping mechanisms and better work-life balance is essential. Moral injury occurs when physicians are forced to act against their moral beliefs due to systemic flaws, leading to inner conflict. Unlike burnout, which is often attributed to individual resilience, moral injury points to issues within the medical system itself. » Anxiety and depressive disorders can alter an individual's ability to participate in work and daily function. Among orthopedic surgeons, burnout has been described as an occupational hazard associated with medical errors, as well as with physical and mental exhaustion. Orthopedic surgeons face a burnout rate ranging between 40% and 60%. Tragically, they also have the highest suicide rate, comprising 28.2% of surgeon suicides from 2007 to 2013. » More flexible work hours, adequate time off, and efficient workflow are methods that can be used to improve the work environment, as well as providing easy access to mental health counseling and confidential support groups. Research has shown that residents do not utilize employee assistance programs; however, programs with directors that regularly inquire about well-being has led to increased well-being and use of assistance programs and groups.

Practical Social Skills Assessment for Inclusive Classroom Settings

Social skills development is essential for optimal social, educational and professional growth and well-being. The development of these skills starts from childhood through interaction with others. Educational settings are crucial for promoting social skills development because they are the first structured settings children enter, and they provide social interaction opportunities. Educators should be prepared to facilitate social skills development in a diverse student body in today's inclusive settings. Social skills interventions are essential for those children that experience more challenges in their social interactions. Therefore, educators should be familiar with social skills assessment tools that help recognize children's strengths and areas that need intervention to support their social skills development. This article provides information on a practical social skills assessment that can facilitate developing Individual Education Plan (IEP).

Teachers’ perceptions about professional motivation and well-being: an actual perspective

Teachers’ perceptions about professional motivation and well-being: an actual perspective

Workplace Stress Management in Nursing: Addressing Burnout Syndrome and Psychosocial Factors

Introduction: Job stress was identified by the Pan American Health Organization (PAHO) as a relevant public health problem due to its negative impact on workers' health and institutional performance. The prevalence of occupational stress is higher in developing countries, significantly affecting healthcare personnel, especially nurses, due to the nature of their work. Burnout Syndrome (BS) represents an extreme manifestation of chronic stress, characterized by emotional exhaustion, depersonalization and a perception of low personal fulfillment. This phenomenon deteriorates the physical and mental health of workers and reduces the quality of services provided.Development: Job stress arises as a response to the lack of control and ability to cope with constant work demands. Among the associated psychosocial factors are work overload, conflictive relationships and lack of institutional support, accentuated by individual conditions such as gender and seniority. Karasek's Psychosocial Risk Model demonstrated that the balance between demands, control and social support is crucial to mitigate work stress. Modern institutions must address both structural and individual determinants to prevent SB and other harmful effects of stress.Conclusions: SB constitutes a critical problem in nursing, with implications for worker health and institutional efficiency. Primary, secondary and tertiary prevention strategies, together with the development of coping skills and the strengthening of institutional support, are essential. Comprehensive management of occupational stress not only improves the well-being of professionals, but also the quality and sustainability of the health care system

A highly effective mindfulness intervention for burnout prevention and resiliency building in nurses

<sec><title>Objectives</title><p>Healthcare workers, most notably nursing professionals, face high levels of recurrent stress that lead to symptoms of burnout and other negative mental health outcomes. This indicates the need for greater individual and organizational health system support, including implementation of effective, evidence-based interventions for burnout reduction in this population. Organizationally supported mindfulness-based interventions can be used to build individual resilience, buffering the detrimental effects of occupational stress and enhance professional well-being. Our aim was to evaluate the effect of an evidence-based mindfulness intervention on perceived stress, burnout, resilience, and work engagement in nursing professionals.</p></sec><sec><title>Methods</title><p>A non-randomized single arm, pre/post design was used for this study. Healthcare workers (<italic>n</italic> = 631), including Registered Nurses and Advanced Practice Nurses (<italic>n</italic> = 128), physicians (<italic>n</italic> = 105), social workers (<italic>n</italic> = 21), pharmacists (<italic>n</italic> = 8), chaplains (<italic>n</italic> = 30), physician and occupational therapists (<italic>n</italic> = 39), patient care assistants (<italic>n</italic> = 13), other clinical staff (<italic>n</italic> = 26), non-clinical staff (<italic>n</italic> = 229), and 32 others participated in Mindfulness in Motion, an 8-week evidence-based worksite mindfulness intervention. Validated self-report measures assessing burnout (Maslach Burnout Inventory), perceived stress (Perceived Stress Scale), resilience (Connor Davidson Resiliency Scale), and work engagement (Utrecht Work Engagement Score) were given pre and post program. Total burnout was determined by scores on the subscales of emotional exhaustion, depersonalization, and personal accomplishment of the Maslach Burnout Inventory: Emotional exhaustion >27 or depersonalization >13 or personal accomplishment <31.</p></sec><sec><title>Results</title><p>Significant reductions in burnout (<italic>p</italic> < 0.00001), perceived stress (<italic>p</italic> < 0.00001), with significant increases in resilience (<italic>p</italic> < 0.00001), and work engagement (<italic>p</italic> < 0.00001) were observed among Registered and Advanced Practice Nurses comparing pre-post measures. Notably, the number of nursing professionals who no longer qualified as burned out was 10% higher than the other participants.</p></sec><sec><title>Conclusion</title><p>Our results suggest that nursing professionals could greatly benefit from organizationally supported mindfulness-based interventions such as Mindfulness in Motion and may benefit them most compared to other health system employees.</p></sec>

Social emotional learning at global islamic school 3 yogyakarta: challenges and solutions

Background: Social Emotional Learning (SEL) has become an important part that needs to be accomplished from an early age. However, the issue of implementing learning in kindergarten has not been widely researched, especially when viewed from the challenges and solutions for teachers. Social emotional learning is an important agenda at GIS 3 Yogyakarta to lay a solid foundation for children's personality and behavior.Aim: This research aims to examine the challenges and solutions for SEL at Global Islamic School 3 Yogyakarta.Method: This study employed qualitative methods with semi-structured interviews of five teachers. Data analysis includes the process of data collection, data condensation, data presentation, and drawing conclusions/verification. The validity of the data was tested through source triangulation and technical triangulation.Results: The results of the research show that the challenges faced by teachers are the exclusive environment for children, parental care, and lack of control over the use of gadgets. Next, the teacher determines a solution, namely implementing various activities such as morning sharing, class agreements, taking turns appearing in front of the class, new and exciting games, giving reward stars, group work, circle time, market day, show and tell, cooperative games, reading stories or fairy tales, projects with parents, school habituation programs, as well as parenting and collaborating with parents regarding children's use of gadgets. Creative teachers are prudent. They have good personal and professional well-being. Conclution: Collaboration with parents needs to be improved so that social-emotional abilities increase.

Emotional intelligence, self-efficacy, basic psychological needs satisfaction and their role in job satisfaction and work involvement in teachers

This study explores the relationships among emotional intelligence, self-efficacy, and the satisfaction of basic psychological needs (autonomy, competence, and relatedness) in shaping job satisfaction and work involvement among teachers. The research is grounded in the context of a social-emotional skills development program implemented by UNICEF under the SEE-Norway Grants 2014–2021 framework. A total of 97 teachers participated in this cross-sectional study, completing validated instruments to measure the constructs of interest. Results indicate that emotional intelligence directly predicts job satisfaction, while self-efficacy is significantly associated with work involvement. Autonomy satisfaction mediates the relationship between self-efficacy and job satisfaction, whereas relatedness satisfaction is associated with both outcomes. However, competence satisfaction showed no significant mediation effects. The findings underscore the critical role of emotional intelligence and self-efficacy in enhancing teachers’ professional well-being and engagement, suggesting the need for targeted training programs to develop these competencies. These insights contribute to fostering more positive educational environments by promoting teacher retention, satisfaction, and involvement.

The Effects of the Workplace Environment on the Mental and Emotional Health of Healthcare Workers

Background: Healthcare workers are often exposed to high levels of stress due to the demanding nature of their jobs. Prolonged exposure to stress can negatively affect both physical and mental health, leading to burnout and decreased work efficiency. The work environment in healthcare settings, along with coping strategies, plays a crucial role in determining the emotional well-being of healthcare professionals. This study investigates the impact of healthcare workers' job environment on their emotional health and the coping strategies they employ. Methods: This study was conducted with a sample of 400 healthcare professionals . Participants, aged 21 to 58, were selected through stratified random sampling. A standardized instrument, the Coping Strategies for Stressful Events (CSSE), was used to assess the coping strategies employed by participants. Demographic data and healthcare roles were collected through a separate questionnaire. The data were analyzed using SPSS v.16, with t-tests, ANOVA, and linear regression to examine relationships between coping strategies, work environment, and mental health outcomes. Results: The study found significant differences in coping strategies between male and female healthcare professionals, with females tending to use more emotion-centered strategies like wishful thinking and seeking divine support. Health status, family status, and years of employment also influenced the coping strategies used. Healthcare workers with better health were more likely to use positive strategies, while those with fewer years of experience employed problem-solving strategies more frequently. A positive correlation was found between the use of problem-solving and positive reassessment strategies and better emotional well-being. Conclusion: The emotional health of healthcare professionals is significantly influenced by both their work environment and coping strategies. Positive coping strategies, particularly problem-solving and positive reassessment, contribute to better mental and emotional well-being. Factors such as health status, family situation, and years of experience also play key roles in determining the coping strategies employed. These findings highlight the importance of creating supportive work environments and promoting effective coping strategies to improve healthcare workers' emotional health and job satisfaction.

GESTÃO FINANCEIRA DO POLICIAL MILITAR E O IMPACTO NA SUA ESTABILIDADE FINANCEIRA

The military police career is characterized by strenuous hours and unique responsibilities, requiring a balance between professional demands and personal life. In this context, financial management becomes a crucial element to ensure the emotional stability and well-being of public security professionals. This article aimed to analyze the importance of financial management for Military Police Officers, highlighting its influence on the quality of life and financial security of these professionals. The problem investigated was: how can financial management contribute to a safer and more stable future for military police officers? The methodology adopted consisted of a literature review, using scientific databases such as Portal CAPES, Science Direct and SciELO, with a focus on identifying the main difficulties faced by police officers in managing their financial resources and the most effective strategies to overcome them. The results indicate that the lack of financial planning is associated with high levels of stress and instability, affecting both personal life and professional performance. The study proposes the inclusion of financial education in the training and during the career of military police officers, in order to promote awareness about planning and healthy financial habits. The contributions of this research extend to the large area of public management and security, by proposing the implementation of public policies and financial education programs aimed at military police officers. These initiatives aim to improve the quality of life of professionals and strengthen the police institution, ensuring a greater balance between personal and professional life, in addition to ensuring a more stable and secure future.

Prevalence and the associated factors of burnout among the critical healthcare professionals during the post-pandemic era: a multi-institutional survey in Taiwan with a systematic review of the Asian literatures

Background & AimsBurnout is a global concern, and critical healthcare professionals have been identified as a high-risk population of burnout. Early identification is crucial, but the prevalence of burnout and its risk factors demonstrate significant geographical variations. This study aims to investigate the prevalence of burnout among critical healthcare professionals and explore potential risk factors during the post-pandemic era in Taiwan.MethodsA web-based questionnaire survey was conducted from December 1, 2023, to January 31, 2024, targeting critical healthcare professionals employed in selected medical institutions affiliated with the Chang Gung Memorial Hospital Foundation, one of Taiwan’s largest healthcare organizations. Demographic information, the Subjective Happiness Scale (SHS), current work stressors and self-reported general health data were collected. The study utilized the Maslach Burnout Inventory Human Services Survey for Medical Personnel (MBI-MP). Univariate and multivariate logistic regression were employed to investigate the association between risk factors and each burnout subscales. A systematic review of Asian literature concerning burnout among critical care practitioners was also conducted.ResultsIn our study, 254 participants were enrolled, with an overall burnout rate of 35.4%. The prevalence of high emotional exhaustion (EE) was 70.9%, high depersonalization (DP) was 56.3%, and low personal accomplishment (PA) was 60.6%. Young, unmarried populations, individuals with limited work experience, longer working hours, and night shifts are potential vulnerable groups susceptible to burnout. The top three stressors identified were excessive workload, the burden of administrative tasks, and a shortage of vacation time. Our systematic review included 20 Asian studies on the same issue, with variable burnout prevalence ranging from 16.3 to 82.1%.ConclusionThe prevalence of burnout was high among critical healthcare professionals in post-pandemic Taiwan, particularly affecting younger, unmarried populations and individuals with limited work experience, longer hours, and more night shifts. The influence of pandemic-related factors has decreased. Regional variations in burnout have been observed across Asia, highlighting the need for further research to identify local risk factors and protect the well-being of professionals and healthcare quality.

The relationship between self-determination and burnout: Mental health outcomes in medical residents.

Burnout is a pervasively increasing threat to personal and professional wellbeing and performance. It is yet understudied in relation to basic psychological needs (BPN), especially in at-risk population such as medical residents. This study intends to explore the differential relationship between various aspects of burnout including depersonalization (DP), emotional exhaustion (EE) and lack of personal achievement (PA) and subsets of BPN satisfaction or frustration namely autonomy, relatedness, and competence, with the framework of the Self-Determination Theory (SDT) in healthcare. A total of 110 medical residents in various Lebanese hospitals were included. Demographics and standardized scales were used to measure basic psychological need satisfaction and frustration (BPNSFS), burnout (MBI), depression and anxiety (PHQ-4). Residents were also asked about subjective evaluation of academic training and level of impact by ongoing crises (COVID-19 pandemic, Beirut port explosion and financial breakdown). Result point to alarming prevalence of burnout and mental distress in our sample. It also indicates a differential correlation between gender, financial security and various subsets of burnout. It lastly points to association of DP with overall satisfaction scale (Beta = 0.342, p = 0.001) and PHQ-4 scores (Beta = -0.234, p = 0.017), while feeling burdened to attend lectures and having been physically affected by the Beirut blast correlated with a sense of PA (Beta = 0.332, p = 0.010, Beta = 0.187, p = 0.041 respectively) and PHQ-4 (Beta = 0.341, p = 0.000), interacting with COVID-19 patients (Beta = 0.168, p = 0.020) and feeling protected in the working environment (Beta = -.231, p = 0.002) showed a significant association with EE. Within the SDT framework, this study highlights the complex interplay between collective crises, subjective evaluations or work conditions and other demographics with aspects of burnout in medical residents. It mostly points to the need address this at an individual but also an institutional level to buffer distress in future healthcare providers.

Fostering Culture of Creative Self-Actualization of Students with Disabilities and People with Disabilities in the Educational spaces of the Pedagogical University

Fostering a culture of interpersonal relations is an important task of forming a worldview among students, especially for students of a pedagogical university who receive education to work with children with special educational needs, future speech pathologists and students with disabilities and people with disabilities. Based on the five-step structure of the psychological essence of education, where attitude and creativity are added to traditional knowledge, skills and abilities, the authors present the Model for the educational environment, covering and developing adequate attitudes among future teachers towards themselves and others. Focusing on V. A. Sukhomlinsky concepts on the experience of childhood and following the cultural and historical concept of L. S. Vygotsky, the design of the Model presents. The modeling method allows one to take into account some of the hidden factors determining the most extensive algorithms and sequence, reasonably taking into account cause–and-effect relationships. The purpose of the research is the theoretical understanding and development of a new methodology, including meta–levels, as conditions for continuous educational joint activity that along with norm typical participants, students with disabilities and people with disabilities are inclusively included. For them, the education is an educational priority. We adhere to K. D. Ushinsky’s option that in the Model under consideration the prior focus is on “education of morality, not filling the head with knowledge.” This significant methodological message is a priority that requires a thorough justification from the viewpoint of evidence-based pedagogy and psychology. As is the case, this paradigm of educative learning in specially modeled environments foster a culture of interaction replaced with “educational education”. The research methodology continues the theoretical constructs of humanist teachers (Sh. A. Amonashvili, V. A. Sukhomlinsky); psychological determinants of the formation of an integral personality (A. Maslow, K. Rogers); a systematic approach in psychology (B. F. Lomov); concepts of modern human studies (B. G. Ananyev). The results of the study. The desire of future specialists to develop along the path to creative self-actualization becomes an indicator of their professional well-being. The observed changes have a cumulative effect manifesting the principle of concentration, developing fresh and novice layers of culture of professional self-development and self-presentation. The described model is based on the “Day of Defectology” originated more than twenty years ago, turned from a private student initiative into an international project, the events of which are described in the framework of a scientific generalization in the journal of the same name. In conclusion, based on the theoretical and methodological analysis of the essence of the educational event, a network multi–stage educational Model for the development of creative self-actualization of the personality of students with disabilities at different levels of education in specially organized events is proposed.

‘Laying the foundation for a PhD study”: students’ motivation for writing a master’s thesis in Hong Kong

ABSTRACT Informed by self-determination theory, this study investigates the motivations behind students’ voluntary pursuit of a master’s thesis and the crucial role of supervisory support in their academic journey. The study also explores the impact of writing a master’s thesis on their growth and well-being. Data were collected through interviews with 20 students from diverse disciplines in government-funded universities in Hong Kong. The interviews centred on critical themes such as students’ motivations, expectations, feedback practices, supervisor-student relationships, challenges, and engagement levels. Thematic analysis revealed that the students were primarily driven by well-internalised and autonomous extrinsic motivations to write a master’s thesis, with the aim of laying the foundation for a future PhD and achieving personal and professional development goals. The interaction between these motivations and the supervisory support, particularly in meeting students’ needs for autonomy, competence, and relatedness, significantly contributed to their academic, professional, and personal growth and well-being. The implications of these findings for supporting students’ engagement and development are discussed.

Satisfaction and Workload as Predictors of Psychological Distress in Professionals of Psychosocial Care Centers During the COVID-19 Pandemic.

The COVID-19 pandemic significantly impacted the mental health of healthcare professionals, especially those working in Psychosocial Care Centers (CAPS), which are crucial services in the Brazilian mental health system. This study aimed to investigate the association between job satisfaction, workload, and psychological distress among CAPS professionals during the pandemic. A cross-sectional study was conducted with 53 professionals from seven CAPS. The Workload Impact Scale (IMPACTO-BR) and Job Satisfaction Scale (SATIS-BR), the General Health Questionnaire (GHQ-12), and a sociodemographic questionnaire were used. Descriptive and analytical statistical analyses were performed. Multiple linear regression analysis was conducted to examine the relationship between job satisfaction, workload, and psychological distress. Professionals reported moderate satisfaction (3.67 ± 0.45) and mild workload (1.82 ± 0.63). One-third of the sample showed scores indicative of psychological distress. Multiple linear regression analysis revealed that workload (p = 0.0025) and low job satisfaction (p = 0.0495) were significantly associated with psychological distress. Low job satisfaction and high professional workload were predictive variables of psychological distress. These findings highlight the need for investments in promoting the quality of life at work for mental health professionals, especially during crises. The implications for human resource management and public policy development emphasize the importance of an integrated approach that considers the well-being of professionals for the effectiveness and sustainability of the psychosocial care model.

Holistic competencies and AI in education: A synergistic pathway

This editorial explores the integration of artificial intelligence (AI) and holistic competencies in education, highlighting the necessity of fostering both technical skills and human values. As AI technologies revolutionise educational methodologies, there arises an urgent need to balance technological advancements with the cultivation of holistic competencies – skills that prepare individuals not only for professional success but also for societal contributions. I reflect on my cross-disciplinary journey from engineering to education and underscore the importance of developing competencies that enhance personal and professional well-being. The paper discusses various dimensions of AI integration in education, including the ethical challenges posed by AI-giarism, AI guilt and AI literacy, and introduces the dynamic AI literacy model, which adapts AI education to specific professional needs. I also extend an invitation to all to join the global scale – Generative AI Assessment Project, aiming to collaboratively refine AI integration strategies in assessments. The editorial advocates for AI to complement, not replace, human-centric education, urging a synergistic approach to develop both AI skills and holistic competencies. By fostering AI literacy alongside traditional values, educators can ensure that students are equipped to thrive in a rapidly evolving technological landscape.