Supporting Teacher’s Reflection on Their Digital Well-being

Abstract The implementation of technology in teaching brings benefits but also presents physical, psychological, technical, and ethical challenges. Therefore, a balanced approach to technology use has become highly relevant, with teacher self-reflection recognized as a key driver in fostering digital well-being (DWB). Guided by Self-Determination Theory (SDT), this study evaluates how a dedicated tool supports teachers in reflecting on their DWB. Data were collected from a digital competence training workshop involving Catalonian educators (n = 46) through the tool’s application and pre- and post-questionnaires, and examined using reflection and thematic analysis. Following the intervention, educators demonstrated deeper reflection in their responses, covering a broader range of topics. Competence emerged as the most frustrated and reflected upon need, while relatedness was the least frustrated and satisfied. This paper contributes to SDT-based research on teacher DWB through reflective practices and offers practical implications and future research directions.