Sustainable Human Resource Management Practices and Digital Well-Being in Online Education: A Systematic Review of Faculty Experiences and Teaching Effectiveness

Abstract

Background: With the introduction of online learning in post-pandemic times, there is a shift in pedagogical practices within universities. Faculty members are likely to be exposed to issues of digital well-being, technostress, burnout, and work-life balance that will influence their teaching effectiveness. The idea of sustainable human resource management practices provides a theoretical approach that would help sustain faculty members' well-being without compromising the quality of education. In this systematic review, the effect of sustainable human resource management practices on the digital well-being of faculties in online learning settings is assessed.

Methods: Following PRISMA guidelines, we have searched five electronic databases (Semantic Scholar, PubMed, OpenAlex, arXiv, and ClinicalTrials) using search strategies. Those studies were included which examined online education systems, faculty or teaching workforce, sustainable HRM practices, digital well-being indicators, or teaching effectiveness outcomes. Empirical studies with data collection and analysis were eligible. Risk of bias was assessed for each included study and certainty of evidence was evaluated using the GRADE approach.

Results: There were thirty-seven studies used as references in the research, involving up to one thousand and as few as two hundred and three participants from different geographical areas and educational environments. The findings suggest that there is moderate certainty of evidence about the impact of technostress and work-life balance difficulties on faculty wellbeing in an online setting. There is moderate certainty evidence related to professional development activities and support interventions aimed at improving faculty skills and reducing their stress levels.

Conclusions: HRM strategies like professional development, technical support, and work-life balance have a direct connection to faculty digital wellness when delivering education via online mode. The universities need to focus on these supportive mechanisms but should also understand the need for more empirical research concerning the connection between faculty well-being and teaching success.