Modeling and simulation through system dynamics of the interaction between academic load, teacher well-being and educational quality in universities

The aim of this study was to analyze, through system dynamics, the interaction among academic workload, faculty well-being, and educational quality under different university management scenarios. An external computational simulation dataset published in Zenodo was used, comprising 520,000 records generated from 1,000 paired Monte Carlo parameterizations, five scenarios, and 104 simulation weeks. Baseline conditions, administrative workload reduction, teaching workload reduction, institutional support, and a combined intervention were compared. Results showed that reducing work demands decreased faculty strain and improved simulated well-being and educational quality. The combined intervention produced the most favorable overall behavior, whereas institutional support alone generated compensatory effects due to the additional time costs incorporated into the model. Sensitivity analysis confirmed the relevance of teaching workload, institutional pressure, and recovery capacity. The findings represent exclusively the behavior of the computational model and should not be interpreted as empirical evidence from real universities or faculty members.