Faculty well-being and institutional co-responsibility in post-pandemic higher education
Keywords:
Mental Health; Faculty; Teleworking; Occupational stressAbstract
The well-being of university faculty after the pandemic requires an institutional approach that assumes shared responsibility for mental health management. During the health emergency, the shift to remote work extended working hours, increased administrative tasks, and blurred the boundaries between professional and personal life. These conditions led to high levels of stress, exhaustion, and isolation, linked to lack of recognition, work overload, and weak internal communication. Universities must therefore establish clear policies that regulate workloads and schedules, promote active breaks, and ensure the availability of permanent psychological support. It is also necessary to strengthen training in socio-emotional skills and to foster humane leadership among academic administrators. Investing in faculty well-being is not merely a supportive gesture but a prerequisite for ensuring quality higher education and a healthier, more committed academic community.
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