Well-being in education has gained relevance in recent years, especially due to its impact on the quality of educational systems. In the context of higher education, faculty well-being has received less attention compared to teacher well-being at earlier educational levels. This study aims to identify the aspects of university faculty well-being most frequently addressed in the scientific literature, as well as the factors that promote or hinder it.
A systematic review based on the PRISMA guidelines was conducted using the Scopus, WoS, SciELO and Dialnet databases. Articles published between 2015 and 2025 in English, Spanish and Portuguese were included. After applying inclusion and exclusion criteria, 23 articles were analyzed. In general, the studies focus on faculty without specifying their role, except for a few that address teaching and research roles, without considering management or outreach responsibilities.
The results show that teaching duties, mental well-being and working conditions are the most frequently explored areas. Among the promoting factors, satisfaction, work engagement and psychological well-being stand out; among the inhibiting factors are stress, burnout, overload and social difficulties. The study highlights the need to deepen the understanding of university faculty well-being from a specific and comprehensive perspective, considering the complexity of their profile. The findings guide future research and shed light on the development of institutional policies that foster healthy working environments in higher education.