Beyond the screen: Lived experiences and coping strategies of educators facing digital eye strain in a Philippine...

Prolonged digital screen exposure among university educators has led to increased cases of digital eye strain (DES), a growing occupational health concern in the academic sector. This study explored the lived experiences and coping strategies of faculty members facing moderate-to-severe DES at a Philippine university.

A descriptive phenomenological approach guided this qualitative inquiry. Nine faculty members were purposively selected based on moderate-to-severe DES scores from a prior university-wide quantitative survey. Semi-structured interviews were conducted, transcribed verbatim, and analyzed using phenomenological analysis following Creswell's descriptive phenomenological steps, including identification of significant statements, formulation of meaning units, and synthesis of themes describing the essence of the experience.

The findings revealed four major themes: digital health and resilience, workstation and environmental ergonomics, work-life integration, and health services, policy supports, and system-level enablers. Participants described the paradox of digital tools that enhance teaching while contributing to physical strain and technostress.

This study underscores the urgency for educational institutions to integrate ocular health and ergonomic practices into workplace policies. Targeted interventions, such as regulated screen breaks, eye care programs, and digital wellness education, are essential. The findings contribute to sustainable development goals (SDGs) and advocate for a safer, health-conscious academic environment.