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

Sanabria-Mazo JP, Bentil H, Bonilla I, Cladellas R, Dudenaite D, Tillmanns T, Dobler I, Muro A, Riva E (2026)

Publication Type: Journal article, Review article

Publication year: 2026

Journal

Cogent Education Taylor & Francis Online

Book Volume: 13

Article Number: 2652188

Journal Issue: 1

DOI: 10.1080/2331186X.2026.2652188

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, no comprehensive synthesis has examined well-being outcomes in post-pandemic, digitally mediated higher education. This scoping review synthesises research on student andstaff well-being in digital, post-pandemichigher education. Systematic searches were conducted in Medline, Scopus, Web of Science, and ERIC (2021–2025). Two reviewers independently screened studies and extracted data. Findings were synthesised narratively. Seven cross-sectional studies involving 3,744 students met inclusion criteria; no eligible studies on teaching staff were identified. Most studies reported moderate stress, depression, and anxiety, with insomnia and burnout ranging from low to moderate. Well-being was associated with learning preferences, digital tool satisfaction, institutional support, and traits such as self-management. Common barriers included assessment-related stress, digital fatigue, social isolation, and infrastructure limitations. Post-pandemic digital education is associated with moderate psychological and emotional burden among students, shaped by individual and contextual factors. The absence of staff-focused research represents a significant structural gap in the literature. Institutions should adopt strategies to support well-being in digital settings, and future research must address diverse digital formats and prioritise the well-being of both students and teaching staff.

Authors with CRIS profile

Tanja Tillmanns Lehrstuhl für Pädagogik mit Schwerpunkt Digitalisierung in Hochschul- und Erwachsenenbildung Isabella Dobler Lehrstuhl für Pädagogik mit Schwerpunkt Digitalisierung in Hochschul- und Erwachsenenbildung

Additional Organisation(s)

FAU Kompetenzzentrum Lehre (FAU Lehre)

Involved external institutions

Autonomous University of Barcelona (UAB) / Universitat Autònoma de Barcelona ES Spain (ES) University of Warwick GB United Kingdom (GB) Media & Learning Association BE Belgium (BE)

How to cite

APA:

Sanabria-Mazo, J.P., Bentil, H., Bonilla, I., Cladellas, R., Dudenaite, D., Tillmanns, T.,... Riva, E. (2026). Well-being in post-pandemic digital higher education: a scoping review of students and teaching staff. Cogent Education, 13(1). https://doi.org/10.1080/2331186X.2026.2652188

MLA:

Sanabria-Mazo, Juan P., et al. "Well-being in post-pandemic digital higher education: a scoping review of students and teaching staff." Cogent Education 13.1 (2026).

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