Digital Burnout as a Social Construct of Students: The Production of Social Studies Teachers' Pedagogical Practices in Hybrid Learning
Keywords:
Digital Era, Digital Burnout, Social Construction, Hybrid Learning, Pedagogical PracticesAbstract
Digital burnout is understood as an individual psychological problem resulting from technology fatigue. Digital burnout is approached as a social construction of students' learning experiences as well as the role of social studies teachers' pedagogical practices in hybrid learning. The aim of this study is to analyze digital fatigue as a social construction of students in hybrid learning, the role of technology, and pedagogical practices. This research employs a constructivist-critical qualitative approach through a case study at a public junior high school in Makassar. Informants were obtained using purposive sampling techniques. Data were collected through in-depth interviews, observation, and documentation, then analyzed thematically combined with interactive analysis. The research findings indicate that digital burnout is experienced by students in a multidimensional manner. Teachers' pedagogical practices are productivity-oriented. The repetition of learning practices normalizes burnout, which is further exacerbated by disparities in digital access. These findings affirm that digital burnout is the result of a complex interaction between learning structures, pedagogical practices, and students' social conditions This research contributes theoretically by expanding the study of burnout to a critical sociology perspective, and practically provides a basis for the development of more proportionate hybrid learning strategies that are oriented towards student well-being.
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