The rapid integration of digital technologies such as Learning Management Systems (LMS), virtual classrooms, AI-powered tutoring systems, and collaboration platforms has significantly transformed the educational landscape. This review explores the impact of these technologies on teacher resilience, focusing on potential benefits and emerging challenges. The study adopts a systematic literature review approach guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework to identify and synthesise 56 peer-reviewed studies published between 2004 and 2024. A narrative synthesis was employed to analyse patterns related to teachers’ adaptability, well-being, burnout, and professional functioning in digitally mediated educational environments. The findings indicate that digital tools can enhance teachers’ capacity to adapt to changing instructional demands, facilitate remote teaching during crises, and support personalized student learning. However, increased reliance on technology is also associated with challenges such as digital fatigue, continuous upskilling demands, and weakened interpersonal connections among teachers and students. This review further highlights the need for a balanced approach to digital integration in schools, advocating for targeted professional development, mental health support, and strategies prioritizing meaningful human interactions. By addressing these challenges, educational systems can better harness digital technology to support teacher resilience and maintain a sustainable, adaptive teaching environment.
Gyasi et al. (2026) studied this question.