Study of physical and cognitive ergonomics in university teaching positions

Abstract

Introduction: The study of physical and cognitive ergonomics in the workstations of university teachers seeks to analyze the conditions that affect their physical and mental well-being during the performance of their duties. This approach allows the identification of factors that impact postural health, cognitive load and academic performance, contributing to optimize the work environment. By understanding these aspects, it will be possible to propose improvements that favor both the quality of life of teachers and teaching efficiency. Objective: To analyze the physical and cognitive ergonomics of university teachers' work stations. Materials and Method: The methodology applied is a systematic review of updated bibliographic references that include the variables under study, namely, ergonomics in university teachers.  Results: The documentary research conducted on physical and cognitive ergonomics in university teachers' workstations revealed multiple factors that influence their well-being and performance. Common problems associated with prolonged posture, inadequate use of furniture and lack of adaptation of work spaces, which generate physical fatigue and musculoskeletal risks, were identified. In the cognitive area, the study highlighted mental overload due to the demands of simultaneous tasks and the constant use of technology, which affects concentration and teaching performance. These findings underscore the importance of implementing comprehensive ergonomic improvements to optimize teacher health and productivity. Conclusions: It is necessary to restructure teaching work, ensuring that educators develop and master competencies in the use of digital tools and information technologies (ICT), in order to offer quality education in the new normal.