Hybrid learning arrangements have added new dimensions to the education system. However, the use of digital devices and online platforms has also increased the workload of teachers, leading to digital workload fatigue. This fatigue is impacting teachers' professional commitment, which can adversely affect teaching quality and student engagement. This research presents a critical analysis of the concept of digital workload fatigue, its causes, effects, and its impact on professional commitment. Based on various research, surveys, and observations, measures are suggested to develop a balanced work culture in hybrid learning. Hybrid learning arrangements, along with technological advances, have opened up new possibilities in the education sector. While schools and higher education institutions have made teaching more flexible and comprehensive through the use of digital platforms, this has also led to a significant increase in teacher workload. Operating digital devices, managing online classes, constantly communicating with students, assessments, administrative tasks, and resolving technical issues have combined to create digital workload fatigue among teachers. This fatigue is affecting teachers not only physically but also mentally, emotionally, and professionally. This fatigue directly impacts teachers' professional commitment, which is linked to their work dedication, motivation, and quality. Exhausted teachers experience difficulty attending to students' needs, lack energy in classroom management, and suffer from dissatisfaction and stress due to a disrupted workload balance. Consequently, student engagement, learning quality, and the efficiency of institutions are affected. This research examines the concept of digital workload fatigue, its causes, symptoms, impact on mental health, and decline in professional commitment. It also suggests measures to maintain both teachers' work efficiency and mental balance, taking into account the characteristics of hybrid teaching. The research utilizes various research papers, reports, government guidelines, and teachers' experiences to understand that technology use is beneficial only when accompanied by appropriate support systems. Ultimately, this research provides guidance to teachers, education policymakers, institutions, and mental health experts on how to maintain work balance, mental health, and professional commitment in the digital age so that the teaching process remains effective, humane, and sustainable.
Kumar et al. (Sun,) studied this question.