Burnout of Working Students in Latvia: Implications for Sustainability and Inclusivity in Higher Education

Abstract

The pursuit of the high quality of higher education, especially within the framework of sustainable development goals of the United Nations, necessitates a nuanced understanding of factors impacting student learning, with burnout emerging as a critical concern that affects concentration, memory, and cognitive functions. This study investigates the level of burnout and the influence of common factors contributing to burnout among Latvian higher education students, with a focus on working students, who constitute over half of the student population in Latvia. Utilizing a quantitative survey of 393 respondents and the Oldenburg Burnout Inventory, the research reveals moderate burnout levels across both work and study domains, with exhaustion identified as a prominent factor. The moderate burnout level underscores the need for sustainable pedagogical practices that align with SDG 4 “Quality Education,” advocating for interventions that promote both academic and emotional well-being. This study emphasizes the necessity of developing tailored, sustainability-focused strategies to enhance the educational experience and support the well-being of working students.