The Status Quo and Burden-Reduction Pathways of University Teachers’ Digital Burden in China
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i12.5000
Abstract
With the deepening digital transformation of higher education, university teachers' digital burden has become increasingly prominent. Based on the Job Demands-Resources model, this study systematically examines the status quo, causes, and alleviation pathways of university teachers' digital burden in China through literature review and logical analysis. The findings reveal that teachers face a triple predicament of fragmented systems, repetitive data reporting, and imbalanced evaluation-support mechanisms, which squeezes time for teaching innovation and intensifies burnout. The digital burden stems from the tournament logic of project-based evaluation, the disembedding effect of digital technology on teaching time-space, and the capability-demand gap caused by rapid technological iteration. This paper proposes a four-dimensional burden-reduction framework: curbing demands at the task level, optimizing supply at the technology level, enhancing resources at the organizational level, and precisely empowering individuals, with specific institutional designs such as the One-Form project, low-code platforms, digital affairs specialists, and micro-credentials. The study provides theoretical reference and empirical evidence for education authorities and universities to formulate burden-reduction policies.
Keywords
university teachers, digital burden, burden-reduction pathway
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[2] Zhao Jian. The Burden of Teachers in the Technological Era: A New Perspective on Understanding the Digital Transformation of Education[J]. Educational Research, 2021, 42(11): 151-159
[3] Zhang Jiajun, Wu Jiayu. Mechanism Analysis and Breakthrough Pathways of Teachers' Digital Burden in the Digital Era[J]. New Horizons from Tianfu, 2025(4): 1-12
[4] Wang Zhaojing, Li Yang. Teachers' Digital Burden: Manifestations, Generative Logic, and Resolution Pathways[J]. Teacher Education Research, 2025(4): 54-60
[5] Peng Qing. Rational Reflection and Practical Governance of Teachers' Burden in the Digital Technology Era[J]. Journal of Jishou University (Social Sciences), 2024, 45(5): 70-78
[6] Song Huan. A Temporal Sociology Analysis of Teachers' Workload[J]. Journal of East China Normal University (Educational Sciences), 2023, 41(9): 1-15
[7] Xie Ji, Li Rumi. The Contemporary Significance, Practical Concerns, and Implementation Pathways of Digital Education Empowering High-Quality Rural Teacher Development[J]. Modern Education Management, 2024, (04): 64-74
[8] Dong Hui, Liu Xu, Zhang Hairong. Teachers' Workload, Role Alienation, and Burden Reduction Governance[J]. Teacher Education Research, 2022(5): 64-70
[9] Rao Aijing, Wan Kun, Li Ronghui. How to Alleviate Digital Stress Among Teachers in the Technological Era[J]. China Educational Technology, 2025(3): 118-125
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