*2.2. Society 5.0 and Its Role in Teachers' Mental Health and Well-Being Improvement*

Society 5.0 is the vision of a new human-centered society in the fifth stage launched by Japan in April 2016. It is cited in our study with the hope that it will contribute to solving many problems of today's society.

Society 5.0 is technology-based, focused on people, and encompasses a multitude of 'smart' applications. The important thing here is that this model puts people right at the heart of it. Originally coined by the Japanese government, Society 5.0 stands for an intelligent, fully networked, and sustainable society [17]. In Society 5.0, people expect a better society than the current one, that is, a society that faces its future where its members will be able to show intergenerational respect, and citizens will be able to live better [6]. To be able to reach this point, it will be necessary to start deep reforms in several areas, namely, enterprise reform, individual reforms, and social problem solving.

The purpose of this system will be to use information and communication technologies to help in the process of improving everyone's lives. As long as retirement ages are not extended without compromising the state of the economy, which stops when that happens, citizens have a good level of health, allowing them to enjoy their last years without constraints, for example, such as musculoskeletal injuries [18].

It is also the objective of Society 5.0 that all citizens have a quality of life. So, that their profession does not lead them to have health problems, whether physical, psychological, or mental during their career.

According to Salgues [5], keywords for Society 5.0 include: (i) adaptability, (ii) agility, (iii) mobility, and (iv) reactivity. These are linked to the fact that mutations, changes, and evolutions are constantly observed in our daily lives, reflected in our structure, knowledge, and skills. Adaptability, agility, and reactivity are crucial and require the implementation of the Industry 4.0 model, which implies the use of additive techniques that increase the consumption of a few resources for producing the goods. However, mobility has effects on means of transport and in our homes, and we see that we are increasingly in a more mobile and interconnected age. In this new society, Society 5.0 translates to a "new world", in which exchange is the most important factor. There will be the concept of the primacy of issues involving economic exchanges and the primacy of ideas. In western democracies, what prevailed for years has been the transaction of goods, and its performance of the means of transport led to globalization, but the primacy of ideas is what will take precedence. For example, China in 1992 developed its soft power of primacy of ideas, and consequently today we see all of its economic development. France is also an example of this, in another field designated as cultural exceptions. This leads us to the concept that the export of ideas and knowledge has become a source of wealth in a period in which the export of goods is in decline and the demand for services is increasing [19]. In developed countries, namely in the United States of America, a high percentage of young law graduates encounter great difficulties in professional insertion. This happens with the help of AI (artificial intelligence). The internet of things and cybernetics, in some cases, offer legal advice in just seconds both for simple and more complex legal cases with an accuracy level of 90% (above 70% of human accuracy). As a result, it is expected that in the coming years, this profession will see a reduction in staff: 90% fewer lawyers and only those who are specialized will survive. It is expected, according to Salgues [5], that as early as 2030, the computer will be able to compete with human intelligence. It is easy to see, even nowadays, that our mobile

phones already have image recognition software, which can be used for many functions: for example, looking for people, which is dethroning professional physiognomists.

Social acceptance, however, is a prerequisite to creating Society 5.0. Many fear change—or are skeptical about technological progress—and this must be addressed. There's a growing fear that AI -powered automation will lead to mass redundancies, and some commentators have said that up to 800 million jobs will go by 2030. This can be a terrible reality, which we are approaching. Hence, the education system must be geared towards the new Society 5.0—both in terms of research and teaching. Universities and schools have a duty to adapt their educational programs for digital natives, particularly when it comes to preparing for tomorrow's job market [17]. The implementation of appropriate measures for a new way of teaching, in which teachers are the main players, is an absolute necessity.

#### **3. Materials and Methods**

#### *3.1. Study Design*

This is a cross-sectional study, whose aim is the characterization of psychosocial factors among teachers from European public and private schools, using the Portuguese and British curriculum. The research questions that guided the study were based on schools that work primarily to ensure that students finish their secondary studies and take their assessments to enter universities, as described in the introduction. The difference between public schools in England and private international schools' curriculum is that there is more coursework to cover, which will lead teachers in private international schools to have more pressure while teaching the British syllabus.

There are similarities between these schools' countries. Public school teachers only do their contact time with their pupils and have free periods to cope with all work required from the job. Apart from their contact time with students, private school teachers have to cover lessons to replace their peers, exam invigilation, and a more extended shift day than public school teachers. Consequently, they have an increased workload after they leave school. The research questions that guided the study were: What are the main psychosocial risk factors that affect all teachers?; What are the main differences between the psychosocial factors among Portuguese teachers and British teachers?; What are the main differences between the psychosocial factors among private and public schools? The schools that participated in the study were chosen firstly because they met the criteria established for the study and also because the Heads were interested to know how their teachers were feeling at that time and wanted to assess the psychological state of their teachers due to an increase in sick leaves.
