Teachers' Illness Caused by the Use of New Technologies

Abstract

This article aimed to address issues related to the effects of new technologies on the mental health of teachers within the current educational context. With technological advancement and the intensified use of digital tools, especially after the COVID-19 pandemic, it was found that teachers have been facing significant challenges that, in many cases, result in overload and emotional distress. The discussion was based on recent research and studies that explore this issue, highlighting the need for continuous training and institutional support for education professionals. To this end, a bibliographic review was carried out using materials available in scientific and academic databases such as Google Scholar, SciELO, CAPES Journals, and specialized books in the fields of Education, Psychology, and Digital Technologies. The search was guided by keywords such as teacher training, digital technologies, mental health, and professional illness, prioritizing articles published from 2020 onward, especially those addressing the post-pandemic period and its implications for teaching work. From the analysis, it was possible to identify that the intensive use of digital technologies, although it has provided new pedagogical possibilities, has also increased the demands and pressures on teachers, contributing to higher levels of stress, anxiety, and professional exhaustion. It was observed that many teachers still lack adequate training to deal with the demands of technology-mediated teaching, which reinforces the importance of continuing education as a strategy for preventing illness. Therefore, it is concluded that investing in institutional policies for emotional support and continuous technological training is essential to promote a more balanced, healthy, and sustainable work environment for educators in the face of the challenges of the digital age.