Digital fatigue in university teacher’s post-pandemic: association with performance and job well-being

Abstract

The increasing adoption of digital technologies in higher education in the wake of the pandemic has created new challenges for faculty, especially in relation to digital fatigue. This phenomenon can affect both teaching quality and faculty well-being. This study set out to analyze the connection between digital fatigue, academic performance and work well-being of university teachers, hypothesizing an inverse relationship between these variables. A non-experimental correlational design was used with a sample of 80 teachers from a higher education institution. Likert-type scales were used to assess digital fatigue, teaching performance and work well-being. Data analysis was performed by descriptive statistics, correlations and multiple regressions using SPSS software. The results indicate that digital fatigue is negatively correlated with academic performance and job well-being, suggesting that excessive use of technologies and overexposure to virtual environments may impair teaching effectiveness and professional satisfaction. These findings highlight the need to implement institutional policies that seek to balance technological demands with teacher care, as well as to provide ongoing training and promote strategies to mitigate digital fatigue. This would contribute to improving the quality of teaching in virtual environments and the occupational health of teachers.