Technological Fatigue, Digital Well-Being, and Job Satisfaction among Higher Education Faculty

Abstract

Digital transformation has redefined work dynamics in higher education, creating opportunities for academic innovation and challenges related to the intensive use of technologies. The objective was to analyze the relationship between technological fatigue, digital well-being, and job satisfaction among higher education faculty. A non-experimental, cross-sectional, correlational study was conducted by applying a questionnaire to 180 university faculty members. The results showed a negative correlation between technological fatigue and job satisfaction, as well as an inverse relationship between technological fatigue and digital well-being. Likewise, a positive correlation was identified between digital well-being and job satisfaction, confirming that the balanced management of technologies constitutes a protective factor against digital exhaustion. It is concluded that strengthening digital well-being can reduce technological fatigue and promote higher levels of job satisfaction among university faculty.