In the rapidly evolving landscape of education, online learning has become a linchpin in sustaining academic progress worldwide, especially amid recent global disruptions. However, this shift has not been without its psychological and pedagogical challenges. A recent study published in BMC Psychology titled “Weathering the virtual storm: state boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning” by Estaji and Sadr sheds pivotal light on an often overlooked affective dimension of online teaching — state boredom among English as a Foreign Language (EFL) instructors in Iran. This exploration into the experiential realities of both novice and veteran teachers uncovers intricate dynamics at the intersection of emotion, technology, and pedagogy, offering critical insights into sustainable e-learning environments.
The phenomenon of state boredom, defined as a transient psychological state marked by dissatisfaction and restlessness from monotonous or unstimulating environments, has emerged as a ubiquitous concern in virtual classrooms. State boredom is particularly insidious in digital contexts where physical cues and interpersonal energy exchanges are severely diminished or absent. The study conducted by Estaji and Sadr systematically examines how Iranian EFL teachers, both novices and seasoned professionals, encounter and navigate state boredom during their online teaching sessions. Their work highlights that boredom is not simply a symptom of disengagement but a complex reaction influenced by technological constraints, pedagogical monotony, and limited interaction.
One of the study’s critical contributions lies in differentiating how teachers’ experience and familiarity with digital platforms mediate their susceptibility to boredom. Novice teachers, often grappling with dual challenges of mastering online teaching technologies and managing classroom dynamics virtually, report a higher incidence of boredom-induced fatigue. This fatigue is compounded by cognitive overload, as they simultaneously learn technical infrastructure, craft engaging lesson materials, and respond to student needs without the usual instantaneous feedback afforded in physical classrooms. Conversely, experienced teachers tend to deploy nuanced coping strategies born from extended exposure to virtual instruction, which mitigate but do not fully eliminate the experience of boredom.
Technically, the research methodology employed a mixed-methods approach combining quantitative surveys measuring boredom frequency and intensity alongside qualitative interviews probing personal coping mechanisms. This dual framework allowed the authors to contextualize statistical patterns within rich narrative data, revealing the emotional texture beneath the numbers. For example, novice instructors frequently cited feelings of isolation amplified by the lack of physical peer support during online sessions, a factor intricately linked with boredom’s emotional depth. Meanwhile, experienced teachers pointed to boredom as a catalyst driving innovation in their pedagogical practice, spurring them to experiment with digital tools and interactive methodologies.
Analysis of coping strategies further illuminated differences rooted in technological fluency and pedagogical confidence. Novices often resorted to passive tactics such as withdrawing mentally during lectures or relying on rigid lesson plans to reduce cognitive load. In contrast, seasoned educators actively sought varied digital interventions — employing gamification, breakout rooms, and multimedia components to re-inject vitality into sessions and re-engage both themselves and their students. These findings underscore the importance of continuous professional development tailored to enhance online teaching capabilities, emphasizing not merely technical skill acquisition but also affective resilience.
Furthermore, the study contextualizes state boredom against broader theoretical frameworks of online learning engagement. It engages with the Cognitive-Affective Theory of Learning with Media, emphasizing that successful digital instruction requires balancing cognitive demands with emotional regulation. Boredom, in this light, signals a failure in affective engagement, threatening knowledge retention and instructional effectiveness. Consequently, the authors advocate for integrating psychological support mechanisms within e-learning platforms to proactively address boredom through adaptive content delivery and real-time engagement tracking.
From a technical perspective, the underlying factors contributing to boredom also involve the limitations of current Learning Management Systems (LMS) and synchronous communication technologies. Latency issues, limited interactivity options, and inadequate feedback loops contribute to perceived monotony. The study stresses the need for future educational technologies to incorporate advanced user experience designs that prioritize responsiveness and interactivity, aiming to simulate or even enhance face-to-face engagement dynamics. The integration of artificial intelligence-driven adaptive learning modules, capable of personalizing content delivery based on learner and teacher behavioral cues, is identified as a promising frontier.
The profound implications extend beyond individual teacher experience, touching on educational policy and institutional readiness for digital transformation. The authors argue that establishing comprehensive support infrastructures is vital, including training programs focused on emotional intelligence, digital pedagogy, and peer community building. Iranian universities and language institutes, as microcosms of global educational systems, stand to benefit from embedding such frameworks, thereby fostering resilience among educators who are frontline agents in sustaining learner motivation and achievement in online contexts.
At the intersection of cross-cultural educational studies, the study’s Iranian context provides nuanced understanding of how sociocultural factors modulate technology-mediated boredom. Cultural expectations around teacher authority, interaction norms, and student autonomy interplay with technological and pedagogical variables to shape boredom’s manifestation distinctly in this setting. This cultural lens invites further comparative research to delineate universal versus context-specific components of state boredom in online teaching worldwide.
The research also revisits foundational psychological concepts related to boredom, such as attentional control and motivational states, positioning them within an applied educational setting. By integrating theoretical constructs with concrete teaching experiences, Estaji and Sadr’s work bridges abstract psychology and practical pedagogy, enriching both fields. Their approach exemplifies how qualitative nuances can inform technology design and training, ensuring psychological realities are not sidelined in digital education.
As online education solidifies its role beyond a temporary pandemic measure into a permanent feature of global learning ecosystems, understanding and mitigating state boredom takes on strategic importance. This study’s findings advocate for a paradigm shift away from viewing online teaching challenges purely as logistical or technical issues, towards embracing the affective and psychological dimensions inherent in virtual pedagogy. Such a shift is essential for fostering sustainable educational models that prioritize well-being as much as knowledge transmission.
Moreover, the study highlights that teacher boredom is intimately linked to student engagement, emphasizing the reciprocity between instructional affect and learner motivation. Bored teachers are less likely to inspire curiosity or dynamic participation in students, which further perpetuates a spiral of disengagement. This cyclical relationship underscores the need for multi-level interventions encompassing teacher support, curriculum design, and technology enhancement simultaneously.
In concluding reflections, Estaji and Sadr emphasize the importance of proactive, adaptive interventions that empower teachers to recognize boredom signals early, employ diverse coping strategies, and personalize their teaching tactics effectively. The research champions a holistic perspective combining emotional awareness, technological competence, and pedagogical creativity as pillars of effective online teaching.
This groundbreaking study not only enriches academic discourse on online education psychology but also serves as a clarion call to educational stakeholders worldwide to prioritize teacher affective health. As digital classrooms proliferate, sustaining teacher vitality emerges as a foundational element of academic success and equitable access to quality education in the 21st century.
Subject of Research: State boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning
Article Title: Weathering the virtual storm: state boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning
Article References:
Estaji, M., Sadr, S.A. Weathering the virtual storm: state boredom and coping strategies of novice and experienced Iranian EFL teachers in online learning. BMC Psychol 13, 929 (2025). https://doi.org/10.1186/s40359-025-03292-w
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