Mental Health in the Digital Era: A Phenomenological Study of Islamic Religious Teachers in Indonesia

Abstract

This study investigates the impact of digital technology integration on the mental health of Islamic Religious Education (PAI) teachers in Indonesia. The research focuses on teachers’ experiences and perceptions in balancing technology adoption with psychological well-being. A qualitative phenomenological approach was employed, involving four PAI teachers from SMAN 112 and SMAN 87 Jakarta selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analysed using thematic coding. The findings reveal three prominent themes: (1) Digital Workload and Emotional Strain, including information overload, extended working hours, and stress related to continuous connectivity; (2) Enhanced Pedagogical Flexibility, where technology enables efficiency, teaching creativity, and improved learning engagement; and (3) Coping Strategies and Support Systems, demonstrating that teachers combine problem-solving, emotion-based coping, and Islamic spiritual practices such as prayer, reflection, and tawakkal. Institutional support-particularly technical training, collegial collaboration, and adaptive school policies-contributes significantly to moderating psychological pressure. This study emphasises the necessity for comprehensive policy frameworks that amalgamate digital skill enhancement with mental health assistance. These findings contribute to the limited body of research exploring the intersection of digitalisation and educator well-being within the context of Islamic religious education in Indonesia.