Neuropsychological Tools and Diagnostic Methods for Preventing Professional Burnout in University Teachers

Abstract

The article analyses the key issues surrounding emotional burnout syndrome in the teaching profession at higher education institutions. It highlights that burnout is driven by the specific demands of the teaching profession and one’s typological characteristics. Depending on the burnout stage, recovery can be achieved through personal resources or with the help of specialists. Traditionally, emotional health issues among university teachers have been examined through burnout indicators correlated with personality traits or stress-related occupational factors, which are now recognised as affecting university teachers. Recent research has shifted focus away from studying burnout concerning psychophysiological characteristics, temperament, and character, instead emphasising moral disruptions as a contributing factor to emotional burnout. This article aligns with recent studies conceptualising emotional burnout as a complex, dynamic phenomenon rooted in axiological and moral determinants. The primary emphasis is on neuropsychological tools and diagnostic methods for preventing professional burnout. The article defines emotional and professional burnout among university teachers and presents diagnostic findings on burnout syndrome in this group. Furthermore, it identifies neuropsychological tools to prevent it. The article also proves that incorporating neuropsychological tools into teaching and assessment can greatly improve the effectiveness of adaptive learning platforms and cognitive evaluations. Finally, it examines AI-driven mental health monitoring tools for tracking stress levels in teachers.