Information from the abstract
The mental health issues of university teachers have evolved into a pervasive social phenomenon, with its roots extending beyond individual occupational burnout. These issues are deeply entrenched in the inequitable distribution of resources under academic capitalism, the rigid rules of evaluation systems, and the legitimacy crisis of the "slow academia" discourse. The prevailing paradigm of psychological assistance currently harbors an individualization fallacy, transforming structural pressures into individual responsibilities, thereby constituting institutional harm. The ethical distress within teachers' psychological distress arises from being forced to violate the value commitments of education's essence under institutional pressures, serving as an ethical signal of environmental injustice. This paper proposes a shift from mental health services to environmental justice practices, aiming to restore teachers' ethical possibility of maintaining personal integrity through institutional ecological restructuring.
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Related topics: Environmental Justice and Health Disparities · Sustainability in Higher Education · Social Work Education and Practice
Thai researcher and institutional participation
Chaiwat Waree · Duangrat Luangon · Xinghe Su · Shinawatra University · National Institute of Development Administration
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