The impact of digital teaching on learning burnout in college students: the moderating role of self-efficacy and the mediating effect of learning adaptability

The rapid adoption of digital teaching has transformed higher education, offering both flexibility and accessibility, but also raising concerns about its potential impact on the mental health of students and learning burnout. In this study, we investigated the potential effect of digital teaching on learning burnout in college students, with specific focus on the mediating role of learning adaptability and the moderating role of self-efficacy. The study population was selected using cluster sampling from the entire cohort of first-year medical students, resulting in a sample of 529 participants. Respondents completed a questionnaire monthly throughout the 12-month follow-up period to analyze the transition from traditional to digital teaching. Regression analysis was applied to investigate the impact of digital teaching on learning burnout, as well as the mediating role of learning adaptability and the moderating role of self-efficacy. Data were collected every month, including self-reported measures relating to burnout, adaptability and self-efficacy. Digital teaching significantly increased learning burnout (regression coefficient: 0.042, P < 0.01); the contributing factors including increased cognitive demands and reduced social interactions. Learning adaptability mediated this relationship, as higher adaptability mitigated burnout (-1.835, P < 0.01). Finally, self-efficacy moderated the relationship between digital teaching and burnout; students with higher levels of self-efficacy experienced less burnout (-0.062, P < 0.05). Digital teaching presents both challenges and opportunities, increasing learning burnout while fostering adaptability. Enhancing learning adaptability and self-efficacy can mitigate the adverse effects of digital teaching. Improvements in students’ reduced learning ability, decreased learning efficiency, and lack of interest in learning (-1.835). These findings suggest that educators and policymakers should modularize the curriculum and incrementally design instructional tasks. These methods are expected to enhance students’ self-efficacy and sense of mastery, with the goal of preventing learning burnout in digital environments.