Impact of Digital Learning on teachers’ wellbeing

Abstract

This paper's primary focus revolves around the examination of specific facets related to the digital well-being of university educators. Its objective is to gauge the extent of techno angst and concerns stemming from the digitization of their professional tasks within a particular group of participants. The research methods employed encompassed a questionnaire survey, completed by 60 participants from a Private Collage in Gurugram, alongside in-depth interviews with six individuals. The findings indicated that the surveyed participants regard the utilization of digital technologies and tools in their work as crucial. They affirm possessing current and secure digital resources, and using them doesn't induce stress. Nonetheless, the in-depth interviews unveiled the presence of certain factors causing technoangst. Despite the increased digitalization, the respondents do not feel socially isolated or overlooked, and it hasn't adversely impacted workplace communication. These results suggest that the concept of " technoangst " is relatively unfamiliar among this population. Furthermore, they appear to be effectively managing the surge in digitalization, though some may be doing so at the expense of their personal lives.