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<p>This article examines the significance of digitalisation as a&#xa0;health risk on the basis of a&#xa0;representative survey of 2548 teachers in Germany. Using a&#xa0;multivariate linear regression model, we analysed the effects of digitalisation intensity and digital stress (technostress), relative to traditional job demands (work intensity, working-time patterns, emotional demands), on burnout risk. The findings show that greater use of digital media does not, per se, increase health risks. Rather, inadequate implementation of digitalisation triggers digital stress and thereby elevates the risk of burnout. Traditional job demands, however, remain the most important risk factors for teachers’ health. Risks associated with digitalisation arise independently and add to known health risks in an additive manner. The results therefore highlight a&#xa0;twofold challenge for workplace health and safety: first, to address the new risks associated with digitalisation in addition to established measures; and second, to support the adoption and design of digital media and tools through a&#xa0;socio-technical design approach, in order to minimise health risks.</p><p><i>Practical Relevance</i>: The article, using the example of teachers, presents evidence that digital demands constitute distinct, additive health risks that are not automatically addressed by traditional occupational health and safety measures. As the situation of teachers is likely to be transferable to other highly qualified areas of knowledge work that experience a&#xa0;similar digitalisation of communication and collaboration, this implies a&#xa0;dual mandate for action not only for educational institutions but for knowledge-intensive organisations more broadly: on the one hand, the undiminished—and preferably more consistent—tackling of traditional risks than is currently the case; on the other, a&#xa0;proactive, socio-technical shaping of digitalisation, for which additional design capability needs to be developed. In concrete terms, socio-technical design means iteratively developing and managing digital work through psychosocial risk assessments, early user involvement, field-specific digital competences, user-friendly tools and reliable support. This improves employees’ health while simultaneously enhancing the quality of work.</p>

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Gesundheitsrisiken in der qualifizierten Wissensarbeit: Die additive Wirkung digitaler gegenüber klassischen Arbeitsbelastungen – Eine Sekundärauswertung einer repräsentativen Befragung von 2548 Lehrkräften

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  • 发表日期：

    2026年1月23日

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  • Thomas Hardwig

摘要

This article examines the significance of digitalisation as a health risk on the basis of a representative survey of 2548 teachers in Germany. Using a multivariate linear regression model, we analysed the effects of digitalisation intensity and digital stress (technostress), relative to traditional job demands (work intensity, working-time patterns, emotional demands), on burnout risk. The findings show that greater use of digital media does not, per se, increase health risks. Rather, inadequate implementation of digitalisation triggers digital stress and thereby elevates the risk of burnout. Traditional job demands, however, remain the most important risk factors for teachers’ health. Risks associated with digitalisation arise independently and add to known health risks in an additive manner. The results therefore highlight a twofold challenge for workplace health and safety: first, to address the new risks associated with digitalisation in addition to established measures; and second, to support the adoption and design of digital media and tools through a socio-technical design approach, in order to minimise health risks.

Practical Relevance: The article, using the example of teachers, presents evidence that digital demands constitute distinct, additive health risks that are not automatically addressed by traditional occupational health and safety measures. As the situation of teachers is likely to be transferable to other highly qualified areas of knowledge work that experience a similar digitalisation of communication and collaboration, this implies a dual mandate for action not only for educational institutions but for knowledge-intensive organisations more broadly: on the one hand, the undiminished—and preferably more consistent—tackling of traditional risks than is currently the case; on the other, a proactive, socio-technical shaping of digitalisation, for which additional design capability needs to be developed. In concrete terms, socio-technical design means iteratively developing and managing digital work through psychosocial risk assessments, early user involvement, field-specific digital competences, user-friendly tools and reliable support. This improves employees’ health while simultaneously enhancing the quality of work.