The Silent Strain Behind the Screen: Unveiling the Hidden Burden of Science Educators in the Digital Era

Perly Cortes

doi:10.62596/eir.93gcy212

Authors

Perly L. Cortes Biliran Province State University-Biliran Campus, Naval, Biliran 6566, Philippines Author

DOI:

https://doi.org/10.62596/eir.93gcy212

Keywords:

Digital burnout, Science education, Teacher well-being

Abstract

This review explores the “silent strain behind the screen” experienced by science educators in digital and online teaching environments. Across recent studies, science teachers consistently report emotional exhaustion, stress, anxiety, and burnout linked to increased workload, technological demands, and reduced instructional interaction. These emotional challenges are compounded by professional difficulties such as adapting laboratory-based instruction, redesigning curricula, and maintaining student engagement in virtual settings. Overall, the literature highlights the urgent need for institutional support, targeted training, and sustainable digital teaching strategies to protect educators’ well-being and ensure effective science instruction in the digital era.

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