Digital Fatigue among University Faculty: Impact of Intensive Use of Virtual Platforms on Teaching and Workplace Well-Being

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doi:10.32541/recie.v9.824

República Dominicana

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Research Article • Rev. Carib. Investig. Educ. 9 • 2025 • https://doi.org/10.32541/recie.v9.824 linkcopy

Digital Fatigue among University Faculty: Impact of Intensive Use of Virtual Platforms on Teaching and Workplace Well-Being

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Abstract:

This study examines the impact of digitalization on the well-being of university faculty in Colombia, Ecuador, and Mexico, with an emphasis on digital fatigue resulting from the intensive use of virtual platforms. A mixed-methods design was employed, using interviews and surveys with 300 faculty members. Results show that 72% reported high stress levels, 65% experienced physical fatigue (including back and eye strain), and 60% reported an increased workload following the adoption of digital technologies. The study concludes that institutions must implement training programs and provide institutional support to reduce digital fatigue and strengthen the overall well-being of faculty.

Keywords:
workplace well-being; higher education; job stress; fatigue; educational technology

Perception of Change	Colombia	Ecuador	Mexico	Total
Increased significantly	70%	85%	80%	82%
No change	20%	10%	15%	15%
Decreased	10%	5%	5%	3%

Country	Faculty with elevated stress	Faculty with high digital fatigue
Colombia	72%	80%
Ecuador	80%	83%
Mexico	75%	78%

Variable	Qualitative approach (testimonials)	Quantitative approach (survey)	Triangulation of results
Workload	Faculty reported a significant increase in workload due to the intensive use of digital platforms.	78% of faculty reported an increase in workload when utilizing virtual platforms.	The correlation between increased workload and reported stress is evident: elevated workload is directly associated with greater emotional and physical fatigue.
Emotional fatigue	Faculty expressed feelings of emotional exhaustion stemming from the lack of direct student interaction.	65% of respondents indicated experiencing high levels of stress and emotional exhaustion related to platform use.	Triangulation shows that the rise in emotional fatigue, reflected in both testimonials and the survey, is directly linked to the increased workload.
Physical fatigue	Prolonged screen time was mentioned as causing physical ailments, such as back problems and tension.	72% of faculty reported physical fatigue symptoms, such as muscle and back pain, related to prolonged platform use.	The physical fatigue described in the testimonials was corroborated by the quantitative results, showing a significant prevalence of physical problems among faculty.
Impact on general well-being	Faculty reported that digital fatigue negatively affected their overall well-being and professional performance.	80% of survey participants reported that digital fatigue impacted their general well-being.	The combination of both approaches highlights that digital fatigue affects not only emotional and physical well-being but also the professional performance and motivation of faculty.
Coping strategies	Coping strategies, such as resilience, were identified, but faculty noted limited institutional support.	50% of respondents mentioned receiving no institutional support for managing digital fatigue, while some implemented their own strategies.	Triangulation suggests that, although some faculty employ coping strategies, the lack of institutional support is a constant factor, which exacerbates the impact of digital fatigue.

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Instituto Superior de Formación Docente Salomé Ureña Calle Caonabo esq. C/ Leonardo Da Vinci, Urbanización Renacimiento, Sector Mirador Sur, Santo Domingo, República Dominicana - E-mail: vladimir.figueroa@isfodosu.edu.do

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[TFN10] Note. Among the faculty surveyed, 82% perceived a significant increase in their workload due to the shift to virtual modalities.