Organizations characterized by a climate and culture of competition and overwork facilitate the emergence of the workaholism phenomenon, as they provide favorable conditions for employees to spend more time in the workplace. Many of these employees are successful in their careers both in financial terms and in job satisfaction. This article aims to study the influence of workaholism on the perception of career success. The sample consists of 234 Portuguese individuals who were working in a professional context. The results reveal that pleasure at work influences career success perception in both objective and subjective dimensions and that work involvement influences only the subjective dimension of the career success perception. The findings of this study will contribute to the increase of knowledge in the workaholism and career success areas in light of the coronavirus disease 2019 pandemic so that companies are able to adopt strategies in order to optimize their resources and increase their productivity.

Psychological safety (PS), knowledge management (KM), and organizational learning (OL) are increasingly recognized as critical foundations for resilient, adaptive, and innovative organizations. However, the connections among these constructs remain fragmented in the literature, making bibliometric mapping an essential step to consolidate knowledge in this domain. This study analyzes the relationships between PS, KM, and OL, identifying thematic patterns and theoretical contributions that support the integration of these constructs into organizational cultures. Drawing from empirical literature indexed in Web of Science (WoS) (2000–2025), we applied the SPIDER framework and PRISMA methodology to identify and evaluate 103 peer-reviewed articles. Using VOSviewer (version 1.6.20) and data mining techniques, we generated bibliometric networks and thematic clusters that offer a comprehensive view of the conceptual landscape. Findings reveal that PS acts as a key enabler of knowledge sharing and OL, particularly in inclusive environments with leadership support and tolerance for error. An inductively developed conceptual model illustrates how trust-driven cultures can enhance knowledge flows and reduce dysfunctional behaviors such as knowledge hiding. By mapping these intersections, the study consolidates fragmented literature and demonstrates how PS, KM, and OL contribute to sustainable learning cultures while also highlighting promising avenues for future research on collective learning and organizational resilience.

Review of the article "Why are there different versions of the COM-B model diagram?", by Robert West and Susan Michie The article is informative, well-written, clear, concise. Has a logical structure and a concise summary, and provides a useful over...

Financial literacy in Portugal is central to education and economic policies, aiming to empower individuals for sustainable financial management aligned with the SDGs. Despite minor improvements in financial knowledge and budgeting from 2020 to 2024, significant gaps remain, particularly in debt and savings capacity. Factors such as age, education level, and socioeconomic context influence literacy levels. The National Financial Education Plan (PNFF), launched in 2011, seeks to address these issues but faces challenges due to limited teacher specialization and superficial curriculum integration. Pilot initiatives like the 2024 Pedagogical Innovation Project aim to enhance financial literacy in schools, though their impact remains unassessed. Strengthening teacher training and expanding financial literacy programs for vulnerable and older populations are recommended. This study, based on Finances4Youth data, reveals that while young people show reasonable financial knowledge, gaps persist, especially in long-term investment understanding.

A literacia financeira é um pilar fundamental para a estabilidade económica, a inclusão social e o bem-estar financeiro dos indivíduos, influenciando diretamente a sua capacidade para gerir recursos, tomar decisões informadas e evitar situações de sobre-endividamento. Este estudo analisa as disparidades nos níveis de literacia financeira em diferentes regiões do mundo, com enfoque na Europa e em economias emergentes, avaliando o impacto das políticas públicas, da digitalização financeira e da educação formal no conhecimento financeiro das populações. A investigação baseia-se em dados da OECD (2023), do Banco Mundial (World Bank Group, 2020) e do Sustainable Development Solutions Network (Sachs et al., 2024), complementados por resultados do projeto Finances4Youth, financiado pelo programa Erasmus+, que realizou um inquérito sobre literacia financeira junto da população jovem (12-25 anos) em Portugal, Roménia e Cabo Verde, entre outubro e dezembro de 2023. Os resultados revelam que os países que integram a literacia financeira nos currículos escolares apresentam níveis mais elevados de conhecimento financeiro e maior inclusão económica. Por outro lado, regiões onde a educação financeira não é priorizada enfrentam desafios estruturais, como elevados níveis de endividamento e exclusão financeira. A análise comparativa destaca ainda o papel crucial da literacia financeira multidimensional — que inclui o conhecimento de produtos financeiros, direitos do consumidor e competências de tomada de decisão — na promoção do bem-estar financeiro e da inclusão económica, especialmente entre os jovens (Alqam & Hamshari, 2024; Rodriguez et al., 2024). Além disso, a digitalização financeira surge como um fator transformador, ampliando o acesso a serviços financeiros, mas exigindo programas de capacitação digital para evitar a exclusão de populações com menor familiaridade tecnológica (Costa et al., 2023). Este estudo reforça a necessidade de políticas públicas que promovam a literacia financeira como um direito fundamental, integrando-a nos currículos escolares e desenvolvendo iniciativas inovadoras que garantam um acesso equitativo ao conhecimento financeiro. Tais medidas são essenciais para promover a resiliência económica das sociedades no século XXI, contribuindo para o cumprimento dos Objetivos de Desenvolvimento Sustentável (ODS), nomeadamente no que diz respeito à educação de qualidade (ODS 4), ao crescimento económico sustentável (ODS 8) e à redução das desigualdades (ODS 10).