<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2665-0398</journal-id>
<journal-title><![CDATA[Aula Virtual]]></journal-title>
<abbrev-journal-title><![CDATA[Aula Virtual]]></abbrev-journal-title>
<issn>2665-0398</issn>
<publisher>
<publisher-name><![CDATA[Fundación Aula Virtual]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2665-03982026000102055</article-id>
<article-id pub-id-type="doi">10.5281/zenodo.20541230</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[SÍNDROME DE BURNOUT EN DOCENTES UNIVERSITARIOS DE AMÉRICA LATINA: REVISIÓN SISTEMÁTICA DEL IMPACTO DE LA COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[BURNOUT SYNDROME AMONG UNIVERSITY FACULTY IN LATIN AMERICA: A SYSTEMATIC REVIEW OF THE IMPACT OF COVID-19]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calderón Vásquez]]></surname>
<given-names><![CDATA[Francisco Antenor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dionicio Quesñay]]></surname>
<given-names><![CDATA[Vilma Gloria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pasco Barriga]]></surname>
<given-names><![CDATA[Blanca Delia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nomberto Luperdi]]></surname>
<given-names><![CDATA[Ana Zoila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Privada del Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Privada del Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Privada del Norte  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2026</year>
</pub-date>
<volume>7</volume>
<numero>14</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2665-03982026000102055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2665-03982026000102055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2665-03982026000102055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tuvo como objetivo general: analizar la evidencia científica disponible sobre la prevalencia, los factores asociados, los efectos y las estrategias de afrontamiento del síndrome de burnout en docentes universitarios de América Latina durante y después de la pandemia de Covid-19. Partió de la pregunta PICO: ¿Cuál es la prevalencia, los factores asociados y los efectos del síndrome de burnout en docentes universitarios durante y después de la pandemia de Covid-19, y de qué manera las estrategias de afrontamiento y el apoyo institucional influyen en su prevención y manejo, considerando diferencias según modalidad de enseñanza y variables sociodemográficas? El proceso de identificación de documentos en las tres bases de datos reportó un total de 1.121: WoS = 128, ScienceDirect = 978 y SciELO = 15; y, con soporte de la estrategia Prisma se logró seleccionar un número de 19 investigaciones referidas al tema, considerando criterios de inclusión: rango temporal: 2024-2025, artículos originales, de acceso abierto, artículos centrados específicamente al tema y artículos relevantes; se excluyeron aquellos con acceso restringido, textos incompletos, poco relevantes, abordaje temático general y duplicidad. Los resultados reportan presencia significativa del síndrome de burnout en docentes universitarios durante y después de la pandemia de Covid-19, lo cual se asocia con la tendencia reportada en la literatura científica reciente. Se concluye con que, el burnout en docentes universitarios aumentó durante y después de la pandemia de Covid-19, impulsado por sobrecarga laboral, transición abrupta a enseñanza virtual y limitaciones institucionales. Afecta principalmente el agotamiento emocional y la despersonalización, impactando la salud mental y el desempeño profesional. Estrategias individuales y apoyo institucional mitigan sus efectos y promueven bienestar y resiliencia docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The aim of this article was to analyze the available scientific evidence on the prevalence, associated factors, effects, and coping strategies of burnout syndrome among university faculty in Latin America during and after the COVID-19 pandemic. Guided by a PICO question, the review examined the prevalence, associated factors, and impacts of burnout, as well as how coping strategies and institutional support influence its prevention and management, considering differences by teaching modality and sociodemographic variables. A total of 1.121 documents were identified across three databases: WoS = 128, ScienceDirect = 978, and SciELO = 15. Using the PRISMA strategy, 19 studies meeting inclusion criteria were selected, including original, open-access articles published between 2024-2025, specifically focused on the topic. Excluded were restricted-access, incomplete, irrelevant, or duplicate studies. Results indicate a significant presence of burnout among university faculty during and after the COVID-19 pandemic, consistent with recent literature. Burnout increased due to workload, abrupt transition to online teaching, and institutional limitations, primarily affecting emotional exhaustion and depersonalization, with negative impacts on mental health and professional performance. Individual coping strategies and institutional support mitigated its effects, promoting faculty well-being and resilience.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Burnout]]></kwd>
<kwd lng="es"><![CDATA[docentes universitarios]]></kwd>
<kwd lng="es"><![CDATA[América Latina]]></kwd>
<kwd lng="es"><![CDATA[Covid-19]]></kwd>
<kwd lng="es"><![CDATA[salud mental]]></kwd>
<kwd lng="en"><![CDATA[Burnout]]></kwd>
<kwd lng="en"><![CDATA[university faculty]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[mental health]]></kwd>
</kwd-group>
</article-meta>
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