UDC 37.015.3:004.8
DOI: https://doi.org/10.59694/ped_sciences.2026.23.159
PSYCHOLOGICAL WELL-BEING OF ART TEACHERS IN DISTANCE LEARNING: THE ROLE OF ARTIFICIAL INTELLIGENCE IN OVERCOMING ISOLATION AND BURNOUT
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CRIJEVIȚCHI Oxana Oleksandrivna
Master of Psychology, Clinical Psychologist, B&S Europe, Brussels, Belgium, Representation in the Republic of Moldova, Chișinău.
ORCID іD: https://orcid.org/0009-0001-9824-2125
Abstract:
The article presents a theoretical analysis of the psychological well-being of art educators in distance learning. The digitalization of education, while offering organizational and technological advantages, increases emotional burden, professional isolation, and burnout risks – particularly for art teachers whose work relies on live creative interaction and emotional resonance. The study examines specific challenges faced by art educators in digital formats and identifies key factors influencing their psychological well-being. The potential of artificial intelligence as an auxiliary tool is explored, focusing on reducing routine workload, supporting creative practice, organizing professional activities, and partially alleviating communicative isolation. It is argued that AI can serve as an effective support resource only when applied in a human-centered, ethical, and pedagogically sound manner.
The theoretical analysis conducted gives grounds to assert that distance learning significantly affects the psychological well-being of art teachers. It changes the conditions of professional interaction, increases technical and emotional workload, limits the artistic and communicative space and increases the risks of isolation and burnout.
For art teachers, psychological well-being is closely related to maintaining creative activity, experiencing professional meaning and the possibility of live communication. That is why in the conditions of distance learning, the search for resources capable of maintaining the teacher’s internal stability becomes of particular importance.
Artificial intelligence can play an important supporting role in this process. It is advisable to use it to reduce routine workload, stimulate creative search, support reflection and organize work. However, a positive effect is possible only with an ethical, critical and human-centered approach. In art education, AI should not replace live artistic and pedagogical interaction, but should complement it, helping to prevent burnout and preserve the teacher’s resource.
Keywords: psychological well-being, art teacher, distance learning, artificial intelligence, professional burnout, professional isolation, arts education.
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