<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000300010</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Relación entre la fatiga digital y el rendimiento pedagógico en docentes universitarios]]></article-title>
<article-title xml:lang="en"><![CDATA[Relationship between digital fatigue and pedagogical performance in university teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dávila Morán]]></surname>
<given-names><![CDATA[Roberto Carlos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Gómez]]></surname>
<given-names><![CDATA[Henri Emmanuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Continental  ]]></institution>
<addr-line><![CDATA[ Huancayo]]></addr-line>
<country>Perú</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Peruana de los Andes  ]]></institution>
<addr-line><![CDATA[ Huancayo]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000300010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000300010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La transformación digital ha hecho que las prácticas educativas hayan sufrido una evolución, sobre todo en la educación superior, alcanzando un mayor uso de herramientas tecnológicas. En esa misma línea, el avance ha traído consigo el fenómeno de la fatiga digital, un agotamiento que afecta el plano físico, mental y emocional de las personas en virtud del uso prolongado de aparatos electrónicos. Este estudio se hace eco de la problemática de la fatiga digital en docentes universitarios en su relación con el rendimiento pedagógico de los mismos. Este trabajo tiene como objetivo analizar la relación existente entre la fatiga digital y el rendimiento pedagógico en los docentes universitarios, a tal efecto, identificando factores de riesgo y estrategias para poder mitigarlos. Se llevo a cabo un estudio descriptivo-correlacional dentro de un enfoque mixto, combinando datos cuantitativos y cualitativos. La muestra estuvo compuesta por 120 docentes seleccionados intencionadamente. Se utilizaron cuestionarios estandarizados, como el "Cuestionario de Fatiga Digital" (CFD) y la "Escala de Efectividad Docente" (EED), además de las entrevistas semiestructuradas. Los datos fueron sometidos a un análisis descriptivo, así como correlaciones de Pearson, regresión lineal múltiple, y a un análisis cualitativo realizando la codificación temática. Los resultados dan cuenta de una correlación negativa significativa entre la fatiga digital y el rendimiento pedagógico (r = -0.42, p &lt; 0.01). De la misma manera, se halló que los docentes más jóvenes y los que tienen un mayor tiempo de exposición digital presentan mayor fatiga. Las entrevistas mostraron que la carga cognitiva y la desconexión emocional también contribuyen al desgaste pedagógico. Este estudio hace alusión a la necesidad de que se instauren programas de formación continua para mejorar competencias digitales y estrategias de afrontamiento al estrés en docentes universitarios. Se recomienda el diseño de entornos digitales ergonómicos y horarios más flexibles. Futuros estudios deberán emplear diseños longitudinales para examinar la evolución de la fatiga digital y evaluar la efectividad de intervenciones institucionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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 &lt; 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Fatiga digital]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento pedagógico]]></kwd>
<kwd lng="es"><![CDATA[Docentes universitarios]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="es"><![CDATA[Ergonomía digital]]></kwd>
<kwd lng="en"><![CDATA[Digital fatigue]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical performance]]></kwd>
<kwd lng="en"><![CDATA[University teachers]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
<kwd lng="en"><![CDATA[Digital ergonomics]]></kwd>
</kwd-group>
</article-meta>
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