The objective of this study was to evaluate the influence of digital fatigue on university teaching performance management, taking into account its effects and implications for the efficiency, effectiveness, and quality of education in Peru. The methods employed were a quantitative approach, correlational scope, and a non-experimental cross-sectional design. The population consisted of professors from three Peruvian universities, located in Lima. The sample consisted of 150 active professors working in virtual, in-person, and blended teaching modalities. The Zoom Exhaustion and Fatigue Scale instruments, as well as the Teaching Performance Scale, were used. A significant relationship was found between digital fatigue and the use of virtual resources in university teaching performance. Organization and planning did not reveal any association with teaching performance. The ordinal logistic regression model was statistically significant; however, teaching performance and gender were not significant predictors, while age did show a significant relationship, decreasing the likelihood of digital fatigue. It was concluded that digital fatigue impacts teaching performance, specifically the use of digital resources. © 2025, Universidad del Zulia. All rights reserved.
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