Educ. Sci. 2025, 15(7), 799; https://doi.org/10.3390/educsci15070799 (registering DOI) - 20 Jun 2025
Abstract
Teachers’ work engagement and burnout are crucial for both teachers and students. Traditional interventions have reduced burnout and increased engagement. However, with the rise in digital interventions and their advantages in scalability, cost-effectiveness, higher reach, and fidelity, we aimed to explore these aspects
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Teachers’ work engagement and burnout are crucial for both teachers and students. Traditional interventions have reduced burnout and increased engagement. However, with the rise in digital interventions and their advantages in scalability, cost-effectiveness, higher reach, and fidelity, we aimed to explore these aspects further. Thus, our research questions were: What are the core components of teachers’ digital and digitized interventions for work engagement and burnout? How are these interventions implemented, focusing on the mode of delivery, support systems, fidelity, and dosage? We examined the core components and implementation factors, including the mode of delivery, support systems, fidelity, and dosage of digital interventions for teachers’ work engagement and burnout. A systematic review of the literature was conducted using Cochrane guidelines and PRISMA reporting. Of 1761 studies, 15 were eligible, and six were included, but none examined work engagement as an outcome variable. Moreover, core components included mindfulness, stress management, emotional intelligence, social–emotional competencies, organizational skills, and technological competence, all targeting personal resource development. These findings align with Domitrovich et al.’s framework and JD-R theory, emphasizing support systems and personal resources. Using the Job-demands resources theory and Domitrovich et al.’s framework, we found that all six studies focused on burnout using the Maslach Burnout Inventory. Four reported significantly decreased emotional exhaustion, two increased personal accomplishment, and one decreased depersonalization. Two digital interventions showed no significant changes in the burnout dimension. The small sample size limits conclusions, but the results indicate a fundamental difference between digital and digitized interventions regarding design, and the necessary support systems. Our findings indicate that core components must target teachers’ personal and job resources and job demands. Moreover, fidelity, dosage, and duration measures are crucial, along with facilitated group discussions and technical assistance for successful outcomes on burnout. These findings are relevant for practitioners, researchers, and policymakers, extending beyond education. Future research directions and implications are discussed.
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(This article belongs to the Special Issue School Well-Being in the Digital Era)
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