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Extreme Psychology and Personal Safety
2026. Vol. 3, no. 1, 33–52
doi:10.17759/epps.2026030102
ISSN: 3034-3666 (online)

Digitalization of the educational process as a factor in the psychological well-being of teachers in the Republic of Bashkortostan

 
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Abstract

Context and relevance. Modern technological transformations are significantly changing traditional teaching methods, creating new challenges and opportunities for teaching. In this context, it is important to understand how these changes impact teachers' psychological well-being. Objective: to study the relationship between factors of digitalization of the educational process and indicators of subjective well-being of teachers. Hypothesis. Digitalization of education can both increase and decrease teachers' psychological well-being. Methods and materials. The study involved 80 teachers from Ufa secondary schools aged 30—55, 80% of whom were women. Methods: 1) Questionnaire for assessing specific pedagogical stresses and risks (authors: T.A. Finogenova, T.N. Berezina); 2) Methodology for diagnosing subjective well-being of an individual (Express version of the K. Ryff scale). Methods of mathematical statistics (Spearman correlation analysis, Google Colab cluster analysis). Results. In the Republic of Bashkortostan, the level of digitalization in education is above average: teachers spend an average of 2.8 hours per day working with a computer and use 6.1 types of digital activities out of 9 possible. Moreover, teachers perceive digitalization as stressful. The main factors are: information overload and network failures (71%), an excess of platforms (70%), increased workload (60%), privacy issues (52%), and loss of face-to-face contact with students (51%). However, a positive correlation was found between the level of digitalization and the psychological well-being of teachers. Psychological well-being is improved by: frequency of technology use, the number of digital tools used, the number of activities that utilize digital technologies, and remote work. A key factor is administrative support. Three types of teachers were identified: 1) middle-aged teachers who actively use digital technologies and have the highest level of psychological well-being; 2) young teachers, “dissatisfied with life and work”, using digital technologies minimally; 3) senior teachers with an average level of psychological well-being, using digital technologies and experiencing stress from it. Conclusions. Despite stress, the active use of digital tools with administrative support contributes to teachers' psychological well-being.

General Information

Keywords: psychological well-being, teaching activities, secondary school teachers, digitalization of education, risks of digitalization

Journal rubric: General Psychology and Psychology Safety of the Personality

Article type: scientific article

DOI: https://doi.org/10.17759/epps.2026030102

Acknowledgements. The author thanks the administration of the Moscow State University of Psychology and Education for the opportunity to participate in his research project, the project manager T.N. Berezina, and expresses gratitude to all teachers of the Republic of Bashkortostan who took part in the study.

Received 19.01.2026

Revised 28.01.2026

Accepted

Published

For citation: Faskhutdinova, Yu.F. (2026). Digitalization of the educational process as a factor in the psychological well-being of teachers in the Republic of Bashkortostan. Extreme Psychology and Personal Safety, 3(1), 33–52. (In Russ.). https://doi.org/10.17759/epps.2026030102

© Faskhutdinova Yu.F., 2026

License: CC BY-NC 4.0

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Information About the Authors

Yulia F. Faskhutdinova, Master of Psychology, teacher, Municipal Autonomous General Education Institution "Ivan Petrovich Khatuntsev School No. 8" of the Ufa City District of the Republic of Bashkortostan, Ufa, Russian Federation, ORCID: https://orcid.org/0009-0007-7355-760X, e-mail: yulia.fatykhovna@mail.ru

Contribution of the authors

Yulia F. Faskhutdinova completed the entire volume of work.

Conflict of interest

The author declares no conflict of interest.

Ethics statement

The study was conducted in accordance with the Declaration of Helsinki and approved by the Ethics Committee of the Municipal Autonomous Educational Institution “School No. 8 named after Ivan Petrovich Khatuntsev” (report No. 5, 2025/12/17).

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