Learning styles and teachers’ mental health in Brazilian education

Authors

Author Biographies

  • Danielle Rocio de Souza Arns Steiner, Federal University of Paraná

    Doctoranda en el Programa de Posgrado en Gestión de la Información de la Universidad Federal de Paraná (UFPR), en Brasil, donde también obtuvo el título de máster en la misma especialidad. Licenciada en Pedagogía por la UFPR, con especializaciones en Gestión Empresarial y Educación a Distancia. Su línea de investigación se centra en la Información y la Sociedad, con especial interés en la educación, la salud mental del profesorado y las tecnologías digitales de la información y la comunicación (TDIC).
    Correo electrónico: daniellerocio@gmail.com

  • Maria do Carmo Duarte Freitas, Federal University of Paraná

    Profesora titular del Departamento de Ciencia y Gestión de la Información de la Universidad Federal de Paraná (UFPR), Brasil. Ingeniera civil con doctorado en Ingeniería de Producción y Sistemas por la Universidad Federal de Santa Catarina (2003). Sus investigaciones se centran en innovación educativa, formación docente en ingeniería, competencia digital y gestión de la información, con enfoque en tecnologías digitales y estudios sobre mujeres en la ingeniería.
    Correo electrónico: carmemk2@gmail.com

  • Marco Antonio do Socorro Marques Ribeiro Bessa, Federal University of Paraná

    Profesor adjunto del Departamento de Medicina Forense y Psiquiatría de la Universidad Federal de Paraná (UFPR), Brasil. Médico especialista en psiquiatría y doctor en Ciencias por la Universidad Federal de São Paulo (UNIFESP), con maestría en Filosofía por la UFSCar. Cuenta con experiencia en docencia, práctica clínica y formación de especialistas en el ámbito de la salud mental. Sus áreas de actuación incluyen psiquiatría clínica y adicciones.
    Correo electrónico: marco.bessa@uol.com.br

DOI:

https://doi.org/10.18800/educacion.202602.M005

Keywords:

Learning styles, Teacher burnout, Digital transformation, Teaching work

Abstract

This study analyzes the relationship between learning styles and teachers’ mental health in Brazilian education, considering the context of digital transformation and increasing organizational demands. A narrative literature review combined with documentary analysis was conducted to integrate pedagogical, organizational, and psychosocial perspectives. Findings were structured into four analytical axes: learning personalization, digitalization and work control, organizational conditions and teacher burnout, and emerging links between pedagogical flexibility and well-being. Results indicate that learning styles contribute indirectly to teachers’ mental health by fostering more flexible pedagogical practices; however, their impact depends on organizational conditions such as autonomy, recognition, and institutional support. The study concludes that teacher mental health should be understood through an integrated perspective that connects pedagogy, digital transformation, and working conditions.

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Published

2026-10-21

Issue

Vol. 35 No. 69 (2026)

Section

Monográfico

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Copyright (c) 2026 Educacion

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

de Souza Arns Steiner, D. R., Duarte Freitas, M. do C., & do Socorro Marques Ribeiro Bessa, M. A. (2026). Learning styles and teachers’ mental health in Brazilian education. Educacion, 35(69), 77-94. https://doi.org/10.18800/educacion.202602.M005