Abstract—The relationship between mental health and well-being is of utmost importance, as confirmed by the COVID-19 pandemic, as a global circumstance that disrupted people’s daily lives, their ties, their dynamics in general, positioning “total isolation” as a survival strategy, leading in many cases to loneliness not only at a physical level but also at an emotional level with a direct impact on self-esteem, differentiated by age, physical, social and economic condition, among others. Self-esteem as an element favoring well-being, allows the adequate use of personal coping strategies in crisis circumstances. This article shows the results of a study that looks to argue a possible relationship between student well-being, perceived achievement of complex thinking and self-esteem in a population of students from a technological university in western Mexico. Methodologically, a multivariate descriptive statistical analysis was conducted to demonstrate the relationship between the indicators, integrating the gender variable. In conclusion, it is possible to point out that there is statistically relevant information to argue the relationship between the perception of self-esteem as a transcendent indicator in the acquisition and development of educational competencies. 
 

Keywords—professional education, educational innovation, future of education, complex thinking, self-esteem 

Cite: Martina Carlos-Arroyo, Leonardo Glasserman-Morales, and Sergio Nava-Lara, "Well-Being and Self-Esteem in Professional Training and Its Relation to Complex Thinking," International Journal of Learning and Teaching, Vol. 9, No. 4, pp. 337-341, December 2023. doi: 10.18178/ijlt.9.4.337-341

Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.