Navigating Change: A Systematic Review on the Threats and Strengths Shaping Academic Vitality among University Teachers

Abstract

Teachers are the cornerstone of any nation, entrusted with shaping the minds and future of the students. Their academic vitality characterized by sustained energy, enthusiasm, psychological well-being, and a sense of optimal functioning is essential for creating positive and effective academic environments. When teachers exhibit strong academic vitality, they enhance their own professional growth while inspiring and motivating students, ultimately contributing to societal progress. Many  recent studies demonstrate the significant influence of psychological factors on teachers’ motivation, there remains a noticeable lack of updated reviews that systematically examine the threats and strengths shaping academic vitality among university teachers. Addressing this gap, the present systematic review explores the key risk factors that diminish teachers’ vitality as well as the protective factors that help sustain it. As part of a PhD research project, international and indigenous studies published between 2010 to 2025 were analyzed to identify major challenges  affecting university teachers’ learning, motivation, and engagement within academic settings. Databases including Google Scholar, Research Gate, Science Direct, Scopus, and PubMed were searched by following PRISMA guidelines, resulting in twenty studies that met the inclusion criteria. The systematic review of the studies suggests some critical risk factors such as high job demands, emotional strain, organizational cynicism, and authoritarian leadership as well as key protective factors, including growth mindset, psychological capital, supportive leadership, collegial relationships, and conducive organizational climates influence teachers vitality at workplace. Based on the evidence, the review recommends prioritizing initiatives that support the well-being and academic vitality of university teachers, enabling them to perform more effectively and positively contribute to students’ mental health and academic success.