The impact of online learning on academic staff well-being in South Africa's higher education sector
Résumé
Introduction This study explores how the shift to online learning impacted academic staff at a South African University of Technology, focusing on changes in work routines, quality of work life (QWL), and overall well-being. Methods Using a quantitative survey of 236 academics, the research evaluated workload demands, technostress, organisational support, and work–life balance during the transition to digital teaching. Results The results show that online learning significantly increased workloads and blurred boundaries between work and home, leading to lower QWL for many participants. Academics who reported insufficient digital or institutional support experienced notably lower well-being, while those with more substantial organisational support demonstrated greater adaptability and resilience. Discussion Overall, the transition had mixed effects: it facilitated flexible teaching but also caused emotional strain and heightened job demands. The study emphasises the need for enhanced institutional support, equitable digital resources, and targeted well-being initiatives to support academic staff in technology-driven environments.
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