This article examines the socio-demographic and digital predictors of teachers’ professional burnout in the context of accelerated digitalization. The aim of the study is to determine the influence of digital factors (screen time, frequency and nature of ICT use, and online teaching workload) on the levels of perceived stress and professional burnout among higher education instructors. The empirical study analyzed questionnaire data and psychological test results from 61 teachers. Statistical analysis revealed significant correlations between burnout indicators and variables such as gender, age, work experience, and digital activity (p<0.05). The findings indicate that emotional exhaustion is directly associated with prolonged screen exposure and excessive use of digital technologies. The study highlights the importance of maintaining a work–life balance in the digital environment, promoting digital hygiene, and implementing systematic psychological support programs for educators.