This study used a prospective design to examine the effects of telework satisfaction (time 1) on subjective wellbeing and self-reported performance (time 2) during the COVID-19 lockdown. Data were collected from 111 teleworkers through an online survey the first weeks of strict lockdown in Spain. Telework satisfaction showed positive direct effects on both subjective wellbeing and self-reported performance. Further, subjective wellbeing partially mediated the relationship between telework satisfaction and self-reported performance. Interestingly, employees with children felt less telework satisfaction but higher subjective wellbeing. The novelty of this study is that we evaluate the level of satisfaction with telework using a specific set of items that assess the employees’ contentment with diverse telework facets. Given the spreading of telework and the increasing competitiveness of organizations, we discuss practical implications in times of crisis, both present and future.

Today, there is no doubt that Artificial Intelligence (AI) presents both opportunities and challenges in higher education. This study examines three key areas: (1) students’ use of ChatGPT, (2) their perceptions of its benefits and costs, and (3) the differences in attitudes toward AI integration in higher education between ChatGPT users and non-users. A sample of 737 undergraduate students at a Spanish university answered an online survey. The quantitative analysis revealed a high prevalence of ChatGPT use for academic and personal purposes, with students identifying its 24/7 accessibility as a major advantage, along with the time-saving benefits it offers. However, concerns were raised about potential costs, including the devaluation of university education when students rely on ChatGPT to complete assignments. Results indicate significant differences between ChatGPT users and non-users: users generally support AI integration in higher education, particularly in teaching methods, while non-users often oppose its integration, advocating for measures such as banning AI in universities. Our study provides valuable insights into student perspectives on the integration of ChatGPT in higher education, emphasizing the contrasting viewpoints of users and non-users. The findings underline the need for universities to actively involve students in shaping policies on artificial intelligence while offering targeted training to promote its responsible and ethical use. Furthermore, universities should support educators in adapting their teaching methodologies to the digital era by incorporating innovative strategies that enhance both teaching and learning.

Academic dishonesty remains a persistent concern for educational institutions, threatening the reputation of universities. The emergence of Artificial Intelligence (AI) tools exacerbates this challenge as they can be used for chatting but also for cheating. Several scientific papers have analyzed the advantages and risks of using AI tools like ChatGPT in academia. On the one side it offers increased accessibility of information and facilitates personalized learning. On the other side several risks are associated with the usage of ChatGPT, including the generation of inaccurate information, and the facilitation of academic dishonesty like cheating and plagiarism. This study examines how students’ Perception of Academic Dishonesty (PAD) and their perception of the risks associated with using ChatGPT, are linked to a reduced use frequency and intention to use this AI tool. A sample of 468 undergraduate students answered an online survey. Our findings indicate a negative and significant relationship between perceived risk, and both use frequency and intention to use ChatGPT in the future. Additionally, perceived risk mediates the relationship between PAD and ChatGPT usage patterns. This is the first study to demonstrate that students with high PAD present higher levels of awareness of the risks associated with using ChatGPT, which is associated with lower frequency of use and intention to use this AI tool in higher education. These results highlight the importance of integrating such technologies into the university, while carefully considering ethical issues and students’ perceptions of risk.

Purpose: This study examines how satisfaction with work-life balance (WLB) in combination with satisfaction with organization's COVID-19 responses (SOCV19R) helps to enhance subjective well-being and performance during the lockdown due to COVID-19.Design/methodology/approach: The data of this time-lagged study were gathered through an online survey with three-waves between March and May 2020 in Spain (N = 167). Hierarchical multiple regression and PROCESS were used to test the hypotheses.Findings: Direct relationships between SOCV19R and subjective well-being and performance were not significant. Instead, SOCV19R increased employees' well-being and performance through a higher satisfaction with WLB (full mediation).Originality/value: The novelty of this study is the evaluation of SOCV19R as a form of organizational support in times of crisis. This study suggests that a good organizational reaction to face a crisis such as the pandemic, encourages employees' WLB and helps them to boost their well-being and performance. It may be concluded that work-life balance (WLB) in Spain was seen as a luxury in good times and turned out to be a necessity in bad times. The present study recommends practical implications and provides lessons for human resource management for future crises or similar work conditions.

La adopción de herramientas de Inteligencia Artificial Generativa (IAG), como ChatGPT, está transformando la educación superior al cambiar el acceso y la generación de conocimiento. Estas tecnologías ofrecen oportunidades para personalizar el aprendizaje y mejorar la eficiencia, pero también plantean desafíos éticos en torno a la veracidad, la privacidad y la integridad académica. Ante la limitada formación del estudiantado para un uso ético de la IAG, este estudio presenta el diseño, implementación y evaluación de un taller para promover el uso responsable de ChatGPT entre el alumnado. Un total de 140 estudiantes participaron en el taller. Los resultados muestran una alta satisfacción y un notable interés por continuar formándose en los diversos usos de la IAG. En conclusión, es esencial promover una reflexión crítica sobre estas herramientas, a fin de integrarlas de manera ética y responsable en el ámbito universitario.