The research revealed that millennial professors and instructors experience significantly higher levels of digital fatigue than Generation X and baby boomer faculty across colleges and universities in the United States and Canada.
The study was published in the International Journal of Education and Psychological Science, Volume 4 Number 3, in 2026. Its findings arrive at a critical moment as universities continue expanding online and hybrid learning models long after the COVID-19 pandemic. More than 40 percent of faculty members now teach at least one online course, while nearly a quarter regularly use hybrid teaching systems.
Researchers say the findings challenge a common assumption that younger generations are naturally more resilient to the pressures of technology simply because they grew up with it. Instead, the study suggests that constant digital connectivity may be placing millennials under greater psychological and emotional strain.
Shakirova explained that digital fatigue develops when technological demands exceed a person’s ability to cope in healthy ways. The phenomenon is closely linked to “technostress,” a form of psychological stress caused by prolonged interaction with digital technologies.
The research involved 74 postsecondary faculty members from the United States and Canada who completed anonymous online surveys. Participants represented three major generations in academia: baby boomers aged 60–78, Generation X aged 44–59, and millennials aged 28–43. Researchers analyzed the results using one-way ANOVA statistical testing to compare levels of digital fatigue among the different groups.
One of the study’s most notable findings was that time spent using technology was not the main factor behind digital fatigue. Faculty members from all generations reported spending roughly similar amounts of time using digital devices for both work and personal activities.
Despite similar screen exposure, millennial faculty consistently recorded the highest digital fatigue scores. Their average overall fatigue score reached 45.42, compared to 37.95 for Generation X and 26.44 for baby boomers.
The study identified four major forms of fatigue that disproportionately affected millennial educators:
- General fatigue caused by information overload and continuous digital work
- Social fatigue linked to prolonged virtual interaction
- Motivational fatigue that reduced work engagement
- Emotional fatigue associated with stress and emotional exhaustion
Visual fatigue, such as eye strain and screen-related discomfort, was the only category that showed little difference between generations.
According to the researchers, millennials may be more vulnerable because they have become deeply accustomed to constant online connectivity. Many struggle to disconnect from digital environments, even outside working hours, leading to long-term psychological and emotional pressure.
“Millennials know how to use technology and benefit from it, but they may not recognize the negative effects that constant connectivity has on their psychological and cognitive state,” the authors wrote in the discussion section of the study.
The research also found that millennial faculty members experience stronger feelings of social isolation despite being highly active online. Heavy reliance on digital communication may weaken interpersonal relationships and reduce emotional engagement in teaching environments.
Researchers warned that these conditions could eventually affect classroom quality, communication with students, and long-term faculty motivation. As millennials increasingly replace retiring professors in higher education, universities may face growing challenges related to educator well-being and burnout.
To address the issue, the study recommends that universities introduce digital wellness initiatives designed specifically for faculty members. Suggested measures include screen-free relaxation spaces, wellness workshops, cross-generational mentoring sessions, and more opportunities for in-person social interaction.
The researchers also argued that digital literacy should no longer focus solely on technological skills. Institutions should also teach educators how to manage the psychological impact of constant digital exposure.
For years, younger generations have often been viewed as naturally adaptable to technological change. However, this study presents a more nuanced reality: familiarity with technology does not necessarily protect individuals from digital exhaustion.
Shakirova and Jaffee concluded that digital fatigue should now be recognized as a serious workplace well-being issue in higher education. The rapid expansion of online learning platforms, learning management systems, videoconferencing tools, and artificial intelligence technologies is likely to intensify these pressures in the coming years.
The study also highlighted the need for more accurate tools to measure digital fatigue across professions. Researchers believe better measurement systems could help organizations identify risks earlier and develop healthier approaches to technology use in the workplace.
Researcher Profiles
is an academic affiliated with Northern Lights College whose research focuses on higher education, faculty well-being, and technostress in digital learning environments.
is affiliated with Adler University and specializes in educational psychology and mental health in academic settings.
Research Source
Shakirova, I., & Jaffee, C. (2026). Experiencing Digital Fatigue by Different Generations of Faculty. International Journal of Education and Psychological Science, Vol. 4 No. 3, pp. 219–234.
DOI: https://doi.org/10.59890/ijeps.v4i3.380
Official URL: https://dmimultitechpublisher.my.id/index.php/ijeps/article/view/380
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