Burnout and Well-being in Educators and Students in the Digital Age 00-FF-BWE

Upon successful completion of this course, students will be able to:
• Explain key concepts related to burnout, stress, well-being, and digital fatigue in educational contexts.
• Analyze the structural and institutional factors contributing to burnout among educators and students in digitally mediated environments.
• Critically evaluate the role of digital technologies in shaping learning cultures, productivity expectations, and work-life boundaries.
• Differentiate between individual and systemic explanations of stress and burnout in education.
• Apply sociological and pedagogical frameworks to contemporary case studies involving online learning, hybrid education, and academic performance pressures.
• Assess strategies and interventions aimed at promoting resilience, sustainable digital practices, and institutional well-being.

Han, Byung-Chul (2015). The Burnout Society. Stanford: Stanford University Press.
Rosa, Hartmut (2013). Social Acceleration: A New Theory of Modernity. New York: Columbia University Press.
Maslach, Christina & Leiter, Michael P. (2016). Burnout. In: Stress: Concepts, Cognition, Emotion, and Behavior.
Madigan, Daniel J. & Kim, Lisa E. (2021). Does Teacher Burnout Affect Students? A Systematic Review. Educational Psychology Review, 33, 1–24.
Twenge, Jean M. (2017). iGen. New York: Atria Books.
Haidt, J. (2024). The anxious generation: How the great rewiring of childhood is causing an epidemic of mental illness. Penguin Press.
Tarafdar, Monideepa et al. (2015). The Dark Side of Information Technology Use. Information Systems Journal
UNESCO (2021). Reimagining Our Futures Together: A New Social Contract for Education.

The seminar is organized as an interactive, discussion-based course that combines short lectures, guided discussions, student presentations, and reflective exercises. The instructor will introduce key concepts and theoretical perspectives related to burnout, stress, and well-being in digitalized educational environments. Students will participate in small-group activities, case study analyses, and reflective exercises designed to connect theoretical insights with real-world educational contexts.
The total student workload for this course includes the following components:
• Seminar attendance and participation: approx. 15 hours
• Preparation of required readings and materials: approx. 20–25 hours
• Preparation of presentation and/or reflection assignments: approx. 10–12 hours
• Preparation and completion of final written assignment: approx. 10–12 hours