Purpose
Digital technology is reshaping education by introducing new avenues for learning and collaboration. However, concerns about its impact on well-being, particularly among women, have emerged. In the Caribbean's unique and diverse environment, the crucial question is whether the adverse effects of excessive digital technology usage will persist or if the region’s distinct features can mitigate the effects of excessive exposure. This study aimed to identify the predictors of Zoom Exhaustion and Fatigue (ZEF) among faculty and administrators at a Caribbean university and propose strategies to reduce its impact.

Methods
This mixed-methods study surveyed faculty and administrators at a Caribbean university between October 2021 and May 2022. Participants provided demographic data, completed a ZEF scale, and offered open-ended feedback on their experiences. Data were analyzed using IBM SPSS v.29 to identify significant factors contributing to ZEF. Theoretical frameworks, including the mirror effect hypothesis, media naturalness theory, and attention restoration, were used to interpret the findings and propose strategies to reduce digital fatigue.

Results
The study included 385 respondents, primarily women, teaching faculty, and individuals aged 25-44. Most participants reported frequent videoconferencing sessions, often lasting over an hour. The average ZEF score was 2.35 (low), though many respondents experienced general and motivational fatigue. Non-modifiable predictors of ZEF included being young, female, and a teaching faculty member. Modifiable factors, such as prolonged and frequent videoconferencing sessions, were associated with higher ZEF scores, while role-switching was an attenuating factor. Despite these predictors, the overall ZEF score remained relatively low.

Conclusion
While global education faces widespread ZEF challenges, this study found that high-risk groups were less affected within this Caribbean context. The region’s serene environment may have provided a protective benefit, reducing the negative impacts of remote teaching demands. This observation aligned with the media naturalness theory and suggests the importance of designing work environments incorporating natural elements to mitigate digital fatigue.