Well-being in post-pandemic digital higher education: a scoping review of students and teaching staff

Digital learning in higher education expanded rapidly after the COVID-19 pandemic, yet evidence on its impact on well-being in academia remains limited. To date, no comprehensive synthesis has examined well-being outcomes in post-pandemic, digitally mediated higher education . This scoping review synthesises research on student andstaff well-being in digital, post-pandemichigher education . Systematic searches were conducted in Medline, Scopus, Web of Science, and ERIC (2021–2025). Two reviewers independently screened studies and extracted data. Findings were synthesised narratively. Seven cross-sectional studies involving 3,744 students met inclusion criteria; no eligible studies on teaching staff were identified. Most studies reported moderate stress, depression, and anxiety, with insomnia and burnout ranging from low to moderate. Well-being was associated with learning preferences, digital tool satisfaction, institutional support, and traits such as self-management. Common barriers included assessment-related stress, digital fatigue, social isolation, and infrastructure limitations. Post-pandemic digital education is associated with moderate psychological and emotional burden among students, shaped by individual and contextual factors. The absence of staff-focused research represents a significant structural gap in the literature. Institutions should adopt strategies to support well-being in digital settings, and future research must address diverse digital formats and prioritise the well-being of both students and teaching staff.