Chee Kong Yap, Ahmad Dwi Setyawan, Kennedy Aaron Aguol

DOI: 10.26480/ess.01.2025.36.40

ABSTRACT
Stress and burnout among academics and lecturers are significant challenges in higher education, impacting individual well-being, institutional performance, and the broader sustainability of academic environments. This study employs a systematic literature review using the Scopus database and a bibliometric analysis performed with VOSviewer to explore the multifaceted dimensions of academic stress and burnout. A total of 30 papers were identified using the keywords “Academician Stress” (14 articles), “Academician Burnout” (13 articles, with 10 included), “Lecturer Burnout” (3 articles), and “Lecturer Stress” (3 articles). The bibliometric analysis revealed five major thematic clusters: physical stressors and musculoskeletal pain, psychological stress and mental health challenges, burnout exacerbated by external crises like COVID-19, job satisfaction and professional development, and methodological approaches to assessing stress. The findings highlight the interconnections between ergonomic challenges, psychological strain, and career-related pressures, emphasizing the need for holistic interventions. Using these insights, a conceptual model was developed, integrating ergonomic interventions, mental health resilience programs, structured professional development pathways, and collaborative institutional policies. This model aligns with the United Nations Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 17 (Partnerships for the Goals). By addressing systemic stressors, this study offers actionable solutions to enhance well-being, productivity, and sustainability within academia.

KEYWORDS
Scopus, academic stress, burnout, VOSviewer, sustainable development goals