Resumen

DE-ARMAS-BERTOSSI, Micaela  y  BARRERA-COROMINAS, Aleix. Well-Being among Higher Education Faculty: A Systematic Review. Pág. Educ. [online]. 2026, vol.19, n.1, e4934.  Epub 01-Jun-2026. ISSN 1688-7468.  https://doi.org/10.22235/pe.v19i1.4934.

Well-being in education has gained relevance in recent years, particularly due to its impact on the quality of educational systems. In the context of higher education, faculty well-being has received less attention compared to teacher well-being at earlier levels of education. This study aims to identify the aspects of university faculty well-being most frequently addressed in the scientific literature, as well as the factors that promote or inhibit it. A systematic review based on PRISMA guidelines was conducted using the Scopus, Web of Science, SciELO, and Dialnet databases. Articles published between 2015 and 2025 in English, Spanish, and Portuguese were included. After applying inclusion and exclusion criteria, 23 articles were analyzed. In general, the studies focus on faculty without specifying their role, except for some that address teaching and research functions, without considering administrative or outreach responsibilities. The results show that teaching activities, mental well-being, and working conditions are the most explored areas. Promoting factors include satisfaction, work engagement, and psychological well-being, whereas inhibiting factors include stress, burnout, work overload, and social difficulties. The findings highlight the need for further research on university faculty well-being from a specific and comprehensive perspective, considering the complexity of their professional profile. These results inform future research and contribute to the development of institutional policies aimed at promoting healthy work environments in higher education

Palabras clave : well-being; faculty; higher education; universities.

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