The Relationship Between Teacher Well-Being and Educational Innovation in the Digital Age: Empirical Evidence from Higher Education at the University of Guayaquil

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Published: Jul 2, 2026
DOI: https://doi.org/10.31876/er.v57i3.931
Keywords:
bienestar docente, innovación educativa, era digital, educación superior faculty well-being, educational innovation, digital age, higher education

Main Article Content

Maria Isabel Vieyra Villala
University of Guayaquil, Lawyer, Economist, Master’s in Administration with a concentration in Human Resources, Master’s in Training Teachers of English as a Foreign Language, Master in Teaching English as a Foreign Language (completed and in the process of degree registration with Senescyt
Mariela Alava Macias
University of Guayaquil, Bachelor of Science in Computerized Administrative Systems, Master of Business Administration with a concentration in Telecommunications
Michael Jose Ortega Tambaco
Master’s Degree from the University of Guayaquil, Attorney, Bachelor of Science in International Trade, Master’s Degree in International Business

Abstract

This article analyzed the relationship between faculty well-being and educational innovation in the digital age within the context of higher education at the University of Guayaquil. The objective was to determine how the use of digital technologies and the development of technological competencies influence faculty workload, stress levels, and emotional well-being, as well as pedagogical innovation.  A quantitative, non-experimental, descriptive, and cross-sectional approach was used, with a sample of 60 university faculty members selected through purposive sampling. Data were collected using a semi-structured questionnaire and analyzed using descriptive statistics. The results show that the incorporation of digital technologies has fostered new forms of teaching and promoted educational innovation. However, the findings also indicate that this process has increased the workload and stress levels among a significant portion of the faculty. In this regard, it is concluded that faculty well-being is a key element for digital innovation in higher education to be sustainable and truly effective.

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How to Cite
Vieyra Villala, M. I. ., Alava Macias, M. ., & Ortega Tambaco, M. J. . (2026). The Relationship Between Teacher Well-Being and Educational Innovation in the Digital Age: Empirical Evidence from Higher Education at the University of Guayaquil . Espirales Revista Multidisciplinaria De investigación, 57(3), 48–57. https://doi.org/10.31876/er.v57i3.931
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Vol. 57 No. 3 (2026): July - September
Section
Artículos
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