Student Burnout and Mental Health in Higher Education During COVID-19: Online Learning Fatigue, Institutional Support, and the Role of Artificial Intelligence

Promethi Das Deep and Yixin Chen

Higher Education Studies, 2025, vol. 15, issue 2, 381

Abstract: The COVID-19 pandemic significantly disrupted higher education. The sudden and profound transformations it necessitated had a direct and negative impact on higher education students, as evidenced by the widely reported instances of academic disengagement, decreased motivation, and lower performance. This was often due to student burnout caused by financial instability, mental health struggles, social isolation, and online learning fatigue. This qualitative narrative review, which analysed 38 peer-reviewed articles and adheres to SANRA, explores this burnout phenomenon, delving into learners' challenges during the pandemic, how their educational success was affected, and the universities’ strategies to mitigate the negative consequences. Understanding the link between burnout and academic success is crucial, as it will help inform future policies aimed at enhancing student resilience and learning outcomes. This review found that flexible academic policies, hybrid learning models, and mental health support services helped alleviate some of the challenges faced during the pandemic. In addition, AI-based tools such as chatbots and academic aids provided scalable emotional and academic support, particularly in online environments where traditional structures were limited. However, the long-term academic implications remain uncertain, despite the use of these learner management strategies to mitigate stress. Findings underscore the importance of continued research on sustainable digital and institutional support systems, including the integration of AI, in post-pandemic higher education.

Date: 2025
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