Digital Wellbeing of University Teachers

Abstract

This paper focuses on identifying selected aspects of digital well-being among university teachers. It aims to determine the level of perceived technostress and threats caused by the digitization of work among a selected group of respondents. The methods used were questionnaire survey and in-depth interviews. Questionnaires were answered by 60 respondents from the Czech Republic and Slovakia, in-depth interviews were conducted with six respondents. The results showed that the respondents consider the use of digital technologies and tools in their work to be important, confirm that they have up-to-date and safe digital tools at their disposal and that using them does not cause them stress. However, the in-depth interviews revealed that certain technostressors are affecting them. Increased digitalization does not make respondents feel isolated or invisible and has not affected the level of communication in their workplace. The results show that the term technostress is not yet widely known among this population and that they are coping with the increase in digitalization quite successfully, although some at the expense of their personal lives.