Abstract

DAVILA MORAN, Roberto Carlos  and  LOPEZ GOMEZ, Henri Emmanuel. Relationship between digital fatigue and pedagogical performance in university teachers. Universidad y Sociedad [online]. 2025, vol.17, n.3  Epub June 30, 2025. ISSN 2218-3620.

Digital transformation has led to an evolution in educational practices, especially in higher education, with a greater use of technological tools. Along the same lines, progress has brought with it the phenomenon of digital fatigue, an exhaustion that affects the physical, mental and emotional levels of people due to the prolonged use of electronic devices. This study echoes the problem of digital fatigue in university teachers in its relationship with their pedagogical performance. This work aims to analyze the relationship between digital fatigue and pedagogical performance in university teachers, to this end, identifying risk factors and strategies to mitigate them. A descriptive-correlational study was carried out within a mixed approach, combining quantitative and qualitative data. The sample consisted of 120 intentionally selected teachers. Standardized questionnaires were used, such as the "Digital Fatigue Questionnaire" (DFT) and the "Teaching Effectiveness Scale" (TES), in addition to semi-structured interviews. The data were subjected to a descriptive analysis, as well as Pearson correlations, multiple linear regression, and a qualitative analysis performing thematic coding. The results show a significant negative correlation between digital fatigue and pedagogical performance (r = -0.42, p < 0.01). Likewise, it was found that younger teachers and those with more digital exposure time present greater fatigue. The interviews showed that cognitive load and emotional disconnection also contribute to pedagogical burnout. This study alludes to the need to establish continuous training programs to improve digital skills and stress coping strategies in university teachers. The design of ergonomic digital environments and more flexible schedules is recommended. Future studies should employ longitudinal designs to examine the evolution of digital fatigue and evaluate the effectiveness of institutional interventions.

Keywords : Digital fatigue; Pedagogical performance; University teachers; Digital technologies; Digital ergonomics.

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