Researchers Micaela de Armas Bertossi and Aleix Barrera Corominas, members of CRiEDO, have published a new scientific article titled “The Well‑being of Higher Education Faculty: A Systematic Review” in the journal Páginas de Educación.
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 in earlier educational levels.
The purpose of this study is to identify the aspects of university faculty well-being most frequently addressed in the scientific literature, as well as the factors that promote or inhibit it. The authors present a systematic review based on the PRISMA guidelines, using the databases Scopus, WoS, SciELO, and Dialnet. Articles published between 2015 and 2025 in English, Spanish, and Portuguese were included. After applying inclusion and exclusion criteria, 23 articles were analyzed. Overall, the studies focus on faculty without specifying their roles, except for a few that address teaching and research duties while excluding management or outreach activities.
The results show that teaching roles, mental well-being, and working conditions are the most 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 further explore the well-being of university faculty from a specific and comprehensive perspective, taking into account the complexity of their profiles. The findings guide future research and shed light on the development of institutional policies that foster healthy working environments in higher education.
Read the full article here.
