Background: The concept of health-related quality of life and education integrates the bio-psychosocial perspective of health and the multidimensional potentialities of education for wellbeing. This present work is especially relevant to young people because understanding the interaction between health and education can facilitate the design of preventive policies. The research examines the way in which the educational level of young people from an urban district in the city of Zaragoza (Casablanca) has an influence on their health-related quality of life (HRQOL).Methods: A cross sectional survey was undertaken in the Casablanca district of Zaragoza (Spain). Participants were not randomly selected; their numbers reflected the areas where they lived with respect to age and sex distribution. It comprised 122 boys and 122 girls, aged between16 and 29, living in the neighbourhood are: Viñedo Viejo, Las Nieves and Fuentes Claras. These three residence zones are markedly different in terms of socioeconomic composition. The questionnaire included the following information: socioeconomic characteristics (sex, age, educational level, employment status, residence zone), an assessment of health (health problems, diagnosis and medication in the last 2 weeks) and HRQOL (WHOQOL-BREF dimensions: mental health; physical health; social relations; and environment). ANOVA and four regression models were used to assess the role, direction and intensity of educational level on HRQOL.Results: The results show that the higher the level of education, the better the level of HRQOL. The biggest impact of education was on the mental health dimension, but this influence was modulated by sex and residence zone. The value of the interaction of education and residence zone was more significant than educational level alone. HRQOL of girls is more sensitive to education, being a student and residence zone than the HRQOL of boys.Conclusions: The dimensions of HRQOL are influenced by educational level. The influence is greatest among girls and the youngest members of the poorest area of the district. Public authorities should contemplate the development of an equitable education system from the beginning of the life cycle as a public health strategy.

In recent years, the use of artificial intelligence (AI) has significantly increased in the field of workplace well-being. This study systematically reviews the most common applications of AI in this context, covering literature published between 2018 and 2023, and evaluates both its current and potential impact. The research involved a comprehensive search in the Scopus and Web of Science databases, following PRISMA guidelines, resulting in 31 articles that met the inclusion criteria. The qualitative synthesis reveals that AI is being utilized in areas such as mental health monitoring, emotional support, personalized well-being programs, identification of psychosocial risk factors, and training and development. This review contributes to the existing literature by offering a detailed categorization of AI applications in workplace well-being, and it highlights the practical utility of AI in enhancing employee mental health and overall well-being. The findings suggest that AI has the potential to revolutionize the management of workplace well-being, providing actionable insights for both researchers and practitioners. Recommendations for future research are also discussed.

This paper examines the Willingness to Pay (WTP) for a quality-adjusted life year (QALY) expressed by people who attended the healthcare system as well as the association of attitude towards risk and other personal characteristics with their response.

Higher Education Instituions (HEIs) should be the driving force behind the training of college students in terms of both hard and soft skills (for example, innovation and teamwork competencies), and they should also do so without neglecting their health and well-being, perhaps more than ever in these complex times of the SARS-CoV2 pandemic. Game-based learning (GBL) could be a powerful and useful tool in this regard. There is, however, some controversy surrounding the use of games for learning purposes in higher education institutions, and most of the research done about this issue corresponds to GBL through digital games. Under this background, the main objective of this study was to test the effect of GBL on the intrinsic motivation (IM), teamwork engagement (TWE), team building (TB), teamwork competence (TWC), and innovation behaviors (IWB) of 142 college students of Health Sciences and Social Work. After rehearsing in small groups, the game was tested (T2). Our results obtained through the differential analyses confirmed that undergraduates were more intrinsically motivated, experienced more TWE, TB, and TWC, and developed more IWB than before playing the game (T1). Therefore, the development of core personal skills might be promoted effectively by games in an efficient, engaging, and motivating way.

As one of the training methodologies employed in the health care context, ‘Learning by Doing’ prioritizes the transference of competence, control, and workplace motivation. However, there are few published works that consider the opinions of health care professionals in relation to the effects of this kind of training on their workplace competence. The goal of this research was to evaluate the level of satisfaction and impact on quality of care, as perceived by the health care professionals that participated in this training program (Formative Focus). The evaluation utilized an online questionnaire that assessed professional satisfaction through five dimensions: The training methodology; the training program; its economic impact; perceived improvement in professional competence; and, perceived improvement in quality of care. A total of 364 health professionals took part in the training course and were asked to complete an online questionnaire. The variables that contemplated satisfaction were related to quality of care and preferences regarding the training methodology. Participants preferred interactive methods for learning with emphasis on practical contents. In terms of application of learning to their jobs, health care professionals found Learning by Doing skills more useful to transfer to their workplace. This experience of Learning by Doing training indicates an interesting potential for impact on improvement: Quality of health care, health care competence of professionals, and organizational development.

The research into corporate volunteering (CV) has been prolific, although few studies have focused their approach on senior and retired workers under the framework of the corporate social responsibility (CSR). The social participation of retirees in CV activities contributes to the businesses’ socially responsible performance and can be intimately connected with the global commitment pursued by the Sustainable Development Goals (SDGs) by the year 2030. This article aims to explore the key issues that might have influence the effective implementation of CV programs to integrate retired and pre-retired workers, promoting a participatory and healthy aging. Based on the interface of internal and external corporate social responsibility, we discuss how CV can achieve social legitimacy, influencing the health and well-being of workers beyond the employment relationship. The main contribution of this article to the state of art is to extend the literature on CSR and CV by elaborating a theoretical model that integrates both perspectives with the focus on the SDGs. The results suggest that SDGs represent an opportunity and a frame of reference for CSR strategies. Companies engaged in senior CV activities could enhance their corporate and social images within the strategic action of social responsibility, indisputably improving people’s health and well-being.