At present, the integration of technology into education has generated a significant change in the way students access knowledge and develop skills. The availability of digital tools and online platforms has democratised access to information, allowing students to learn from anywhere and at any time. This article focuses on how the combination of artificial intelligence digital tools, such as ChatGPT, with one-to-one tutoring affects the development of soft skills in higher education students. A total of 182 university students participated in the study, divided into two groups. One group was required to construct an academic topic autonomously using only ChatGPT. The other group used the ChatGPT tool in conjunction with personal tutoring, with the teacher present to expand knowledge and enrich learning. The findings suggest that a combination of technology and meaningful human interactions is necessary to optimise the educational experience. While digital tools can be beneficial in accessing knowledge and developing skills, it is essential to acknowledge the value of individual connections with teachers in fostering authentic and deep learning. Furthermore, the study considers the potential necessity to modify and refocus both teaching participation and the student assessment system. This would entail a shift away from an emphasis on the memorisation of theoretical knowledge and towards the training and development of soft skills, competences, values and social implications.

The main objective of this study is to analyze well-being at work, considering burnout and engagement distributed in profiles, and to observe how they relate to well-being outside work. The data came from a representative sample of workers (n = 565) at the University of Extremadura (Spain), both teaching and research academic staff (TRAS) and service and administrative staff (SAS). We performed the data analysis by using latent profile analysis, and the results show evidence that workers from both groups were distributed across four profiles. As expected, we verified that workers in the profile with high burnout and low engagement had lower well-being outside work than workers in the profile with high engagement and low burnout. We also observed that engagement mitigated the negative effects of burnout on workers in profiles with moderate levels of burnout, who showed better well-being outside work when they had higher engagement. These differences are discussed, and their practical implications and suggestions for future research are provided.

There is currently great concern over the increase in the cases of university students with mental health problems as the numbers have doubled over recent years. Nevertheless, there is also total agreement concerning the relationship between positive psychological variables and mental health. The objective of this study was to know the relationship between the risk of mental health disorders and the variables of gender, affects, academic engagement, satisfaction with life, health perception and the perception of happiness, as well as predict the risk of suffering mental health disorders. The sample comprised 461 students from the Science Faculty of the University of Extremadura (Spain), of whom 50.3% were women. We used the General Health Questionnaire (GHQ12) to assess mental health, The results indicate that 65.6% of the students showed a risk of suffering from mental health disorders. A greater number of negative affect is related to a greater risk of suffering mental health disorders; while the perception of both health and happiness are related to a lower risk. Similarly, it should be said that the results demonstrate that being a woman increases the risk of suffering mental health disorders by 63.7%.

El objetivo de este estudio es doble: analizar el rol mediador del bienestar laboral, entendido como la coexistencia de burnout y de engagement, en la relación entre la satisfacción con el trabajo y la satisfacción con la vida, y observar el efecto moderador de la inteligencia emocional sobre la relación satisfacción con el trabajo-bienestar laboral. Los datos se obtienen de una muestra representativa (N = 585) de la Universidad de Extremadura (España): personal docente e investigador (PDI) y personal de administración y servicios (PAS). Se realizaron análisis de mediación simple y de mediación moderada. Los resultados muestran que la relación entre la satisfacción laboral y la satisfacción con la vida está mediada por el bienestar laboral y que también existe una relación directa entre ambos constructos en los dos colectivos analizados, a excepción del engagement en el PDI, que ejerce de mediador total en la relación entre la satisfacción laboral y la satisfacción con la vida. Además, se observa que la inteligencia emocional atenúa la relación negativa existente entre la satisfacción laboral y el burnout en el PAS. Se discuten estos hallazgos, sus implicaciones prácticas y se proponen líneas de investigación futuras.

El presente estudio tiene por objeto explorar las soft skills que se encuentran más relacionadas con la capacidad para responder a las actividades o tareas en el entorno de trabajo. La muestra está compuesta por 530 trabajadores a los cuales se les evalúan 11 competencias distribuidas en 24 dimensiones diferenciadas. Los resultados indican que la muestra se puede agrupar en tres clústeres significativamente diferenciados, entre los que destacan especialmente las puntuaciones de uno de ellos, siendo éste el más valorado por las organizaciones. Además, pone el foco en los campos de formación para un mayor desarrollo, desempeño profesional y empleabilidad. Resaltan las competencias de empatía, implicación, compromiso, responsabilidad y autonomía como eje vertebral de los tres clústeres. Por último, se interpretan los resultados destacando la aplicabilidad de los resultados en el mercado empresarial.