PEDAGOGUES’ DIGITAL WELL-BEING: CHALLENGES AND PERSPECTIVES IN THE CONDITIONS OF DISTANCE LEARNING

Abstract

The article considers the urgent problem of ensuring pedagogues’ digital well-being in the context of transitioning to distance and blended learning, influenced by global crises such as the COVID-19 pandemic and the war in Ukraine. It emphasizes the importance of maintaining a healthy digital balance (Digital Well-being) as an integral component of pedagogues’ professional and personal welfare, especially when they are compelled to work under conditions of continuous online connectivity.
The main challenges adversely affecting pedagogues’ digital well-being are highlighted, including digital stress, blurred boundaries between professional and personal life, information overload, and insufficient digital competence. Authors analyze current international and Ukrainian research on this issue, concluding the necessity of developing and implementing practical strategies to support pedagogues’ digital well-being.
Additionally, the article presents findings from original research conducted among 93 teachers from the Kherson region who work remotely under war conditions. The survey results identified key factors impacting pedagogues’ digital well-being, including excessive screen time, constant involvement in work-related communications, and low digital hygiene practices. It is determined that most pedagogues lack clear strategies to manage digital workloads, thereby increasing the risk of professional burnout.
Practical recommendations for improving pedagogues’ digital well-being are proposed, including enhancing digital literacy, establishing clear digital boundaries, implementing psychological support programs, and integrating the Digital Well-being concept into professional development programs. Examples of successful global practices for supporting pedagogues’ digital well-being are provided.