Researchers Micaela Belén de Armas and Aleix Barrera-Corominas, members of CRiEDO, have presented a study that examines how digitalization in higher education affects faculty well-being and which institutional policies can support it.
The study, based on a systematic literature review following PRISMA guidelines and using Scopus and Web of Science databasesidentifies the main factors that promote or hinder faculty well-being in digital environments. Among the hindering factors are lack of technological experience, increased workload, low confidence in using ICT, administrative tasks, and physical discomfort. Conversely, training in digital skills, institutional support, and a positive organizational climate are key elements to improve satisfaction and reduce stress.
The research also proposes institutional policies to address these challenges, such as ensuring work-life balance, integrating digitalization into the curriculum, and establishing criteria for the use of artificial intelligence that safeguard emotional well-being.
According to the authors, “digital transformation is inevitable, but universities must develop strategies that prioritize faculty well-being to maintain educational quality.” The next step will be to analyze, through qualitative and quantitative tools, the real impact of digital technologies on teaching teams and the policies institutions already implement to mitigate negative effects.
This research is part of Micaela de Armas’s doctoral thesis, which aims to analyze the factors that affect university faculty well-being in the performance of their duties. It was presented at the XVIII CIOIE, held in Madrid on December 12, 13, and 14, 2025.
