Invisible pillars of the academy: exploring the responsible well-being of Técnico Docente staff in Ecuadorian higher education

This qualitative exploratory study examines how language educators classified as técnico docente experience professional well-being in Ecuadorian higher education through the lens of Responsible Well-Being (RWB). Positioned within global discussions on teacher well-being and the changing nature of academic labour, the study responds to the limited attention given to non-permanent teaching staff in university contexts, particularly in Latin America. Grounded in qualitative design, data were collected through semi-structured interviews with six non-permanent educators in different career stages in a public university. Guided by the question: How do educators classified as técnico docente experience professional well-being in Ecuadorian higher education? the data were analysed thematically to identify patterns related to professional development, role understanding, institutional conditions and career progression. Findings reveal that professional well-being is shaped by a dynamic tension between opportunities for growth and structural constraints. While early-career participants perceived the position as a valuable entry point into higher education, more experienced educators emphasised limited recognition, restricted career advancement, and reduced institutional participation. A key finding is the discrepancy between teaching responsibilities and formal employment classification, which affects educators’ sense of agency, belonging, and professional identity. By centreing RWB, this study contributes to international debates by demonstrating how institutional structures and policy frameworks shape educator well-being beyond individual factors. It argues for a shift from individualised approaches toward systemic perspectives that address structural inequalities in higher education. In doing so, the study highlights the need for more equitable and sustainable academic working conditions across diverse educational contexts.