The quality of indoor classroom conditions influences the well-being of its occupants, students and teachers. Especially the temperature, outside acceptable limits, can increase the risk of discomfort, illness, stress behaviors and cognitive processes. Assuming the importance of this, in this quantitative observational study, we investigated the relationship between two environmental variables, temperature and humidity, and students’ basic emotions. Data were collected over four weeks in a secondary school in Spain, with environmental variables recorded every 10 minutes using a monitoring kit installed in the classroom, and students’ emotions categorized using Emotion Recognition Technology (ERT). The results suggest that high recorded temperatures and humidity levels are associated with emotional responses among students. While linear regression models indicate that temperature and humidity may influence students’ emotional experiences in the classroom, the explanatory power of these models may be limited, suggesting that other factors could contribute to the observed variability in emotions. The implications and limitations of these findings for classroom conditions and student emotional well-being are discussed. Recognizing the influence of environmental conditions and monitoring them is a step toward establishing smart classrooms.

Using individual- and panel country-level data from 118 countries for the period 1981–2020, this study investigates the effects of national- and individual-level economic and environmental factors on subjective well-being (SWB). Two individual SWB indicators are selected: the feeling of happiness and life satisfaction. Additionally, two environmental factors are also considered: CO2 emissions by country level and personal perspective on environmental protection. The ordered probit estimation results show that CO2 emissions have a significant negative effect on SWB, and a higher perspective on environmental protection has a significant and positive effect. Compared with the average marginal effect of national income, CO2 emissions are a more important determinant of SWB when considering a personal perspective on protecting the environment. The estimation results are robust to various estimation model specifications: inclusion of additional air pollutants (CH4 and N2O), PM 2.5 and various sample groupings. This study makes a novel contribution by providing comprehensive insights into how both individual environmental attitudes and national pollution levels jointly influence subjective well-being.

This study examines the intricate interplay between the digital environment and the evolving communication dynamics of Generation Z, specifically focusing on the impact of social media on familial bonds. The research objective is to explore the ways in which Generation Z’s social media consumption patterns shape their relationships and lives, providing insights into the intricate interplay between technology and human connections. Adopting Hirschi and Wellman’s theoretical framework, this investigation employs a survey method, utilizing a questionnaire to gather data from 384 Iranian Generation Z social media users. The findings reveal a significant and negative correlation between family bonds and social media usage, dependency on the platform, and support received from it. Excessive use diminishes interaction and intimacy, highlighting social media’s potential consequences for family relationships, which are crucial for individual and societal well-being. The study underscores the significance of balanced social media usage and encourages initiatives promoting face-to-face interactions, empathy, and responsible digital citizenship. The findings hold significant implications for academics and policymakers in developing strategies that promote responsible digital habits, foster healthy relationships, and contribute to digital citizenship advancement. This may involve regulatory initiatives, guidelines for social media platforms, and public awareness campaigns emphasizing the importance of balanced digital habits.

This research article explores the relationship between psychological well-being and satisfaction with life among young, athletically talented students educated through individualised programs. The primary objective is to assess whether a safe educational environment, emphasising psychological safety and individual support, positively impacts the general satisfaction and academic performance of these students. Using Ryff and Keyes’ Psychological Well-Being Scale and Diener’s Satisfaction with Life Scale, data were collected from 188 participants—Secondary and university students engaged in rigorous athletic training while completing their studies in the Czech Republic. Key findings reveal a strong correlation between self-acceptance, autonomy, coping with the environment, and enhanced satisfaction with life, indicating that well-being in young athletes is significantly influenced by psychological resilience, emotional support, and control over one’s educational journey. Research highlights that individually tailored learning environments, which provide flexibility for training and access to mental health support, contribute to a balanced development between academic and athletic goals. Additionally, the results suggest that a positive correlation within the educational environment, both with peers and instructors, further strengthens the satisfaction with life and reduces the risk of burnout. Implications underscore the need for educational institutions to adopt holistic approaches that support psychological well-being and accommodate the unique needs of athletically talented students. Recommendations include structured mentorship, flexibility in academic scheduling, and access to professional counselling. Future research should investigate the long-term impacts of such environments on academic and athletic success, considering factors such as social inclusion and the effects of digital education.