Resilient Pedagogues in the Digital Era: Advancing Mental Health and Well Being in Technology Driven Teacher Education

Abstract

The rapid integration of digital technologies into teacher education has transformed pedagogical practice while simultaneously introducing new psychological pressures. This study examines the intersection of mental health, technostress, and digital resilience among pre-service teachers within a sustainability-oriented framework aligned with SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education). Using a mixed-methods design, the research explores how technology-rich learning environments influence emotional well-being, cognitive load, and professional identity formation. Data were collected from 248 pre-service teachers across teacher education institutions through validated psychometric scales and semi-structured interviews. Statistical analysis revealed moderate technostress levels correlated with reduced emotional well-being, while digital resilience acted as a protective factor. Qualitative findings indicated that structured support systems, reflective pedagogy, and emotional skill development mitigate negative effects. The study proposes a sustainable model of teacher preparation that integrates digital competence with psychological resilience. Strengthening mental health frameworks within teacher education is essential for cultivating adaptive, future-ready educators capable of thriving in technologically evolving learning ecosystems.