Publications

Well-being in post-pandemic digital higher education: a scoping review of students and teaching staff

Abstract

Digital learning in higher education expanded rapidly after the COVID-19 pandemic,yet evidence on its impact on well-being in academia remains limited. To date, nocomprehensive synthesis has examined well-being outcomes in post-pandemic, digit-ally mediated higher education . This scoping review synthesises research on studentandstaff well-being in digital, post-pandemichigher education . Systematic searcheswere conducted in Medline, Scopus, Web of Science, and ERIC (2021–2025). Tworeviewers independently screened studies and extracted data. Findings were synthes-ised narratively. Seven cross-sectional studies involving 3,744 students met inclusioncriteria; no eligible studies on teaching staff were identified. Most studies reportedmoderate stress, depression, and anxiety, with insomnia and burnout ranging fromlow to moderate. Well-being was associated with learning preferences, digital tool sat-isfaction, institutional support, and traits such as self-management. Common barriersincluded assessment-related stress, digital fatigue, social isolation, and infrastructurelimitations. Post-pandemic digital education is associated with moderate psychologicaland emotional burden among students, shaped by individual and contextual factors.The absence of staff-focused research represents a significant structural gap in the lit-erature. Institutions should adopt strategies to support well-being in digital settings,and future research must address diverse digital formats and prioritise the well-beingof both students and teaching staff.