Empirical research on the Anthropocene depicts the time during which humans have had a substantial impact on our planet. The Fourth Industrial Revolution (4IR) is increasingly evolving on global levels, however within South Africa, empirical research studies on work-related contexts are still scarce. Therefore, this quantitative study investigates the relationship between employees’ skills and mental health in the context of the love for learning. The following questionnaires were used to explore the work- and well-being-related behaviour: Life Orientation Test-Revised; The Innovative Work Behaviour; The Computer-Use Self-Efficacy; Social Problem-Solving Inventory‐Revised Short Form; General Self-Efficacy Questionnaire; The WHO-5 Well-Being Index; Brief Resilient Coping Scale; Perceived Employability Scale; Life Satisfaction Scale and the Agentic Engagement Scale. It uses a quantitative research method design. The sample consisted of adults aged 18 years and above from the education sector. The findings show that perceived employability as well as self-reported computer skills showed small yet significant relationships with innovative work behaviour and engagement. Computer skills showed a moderate positive correlation with innovative work behaviour and a small positive correlation with engagement. Perceived employability correlated positively with mental health scales such as well-being, life orientation, and life satisfaction. Computer self-efficacy also correlated positively with mental health scales such as coping, life orientation, well-being, generalized self-efficacy and life satisfaction. Strong correlations were found between innovative work behaviour and coping, well-being, and self-efficacy. Engagement correlated positively with life orientation and social problem-solving as well as generalized self-efficacy and life satisfaction. Multiple regression analysis showed that life satisfaction, innovative work behaviour, and engagement were significant positive predictors of perceived employment. The findings contribute to the development of evidence-based skills development strategies and mental health and well-being interventions. It is assumed that the love of learning, as a character strength, can contribute strongly to skill development and mental health in the 4IR. Conclusions are drawn and recommendations for theory and organizational practice are given.