<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2409-8752</journal-id>
<journal-title><![CDATA[Revista Científica de la UCSA]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. ciente. UCSA]]></abbrev-journal-title>
<issn>2409-8752</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Cono Sur de las Américas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2409-87522026000100101</article-id>
<article-id pub-id-type="doi">10.18004/ucsa/2409-8752/2026.013.01.101</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Síndrome de Burnout en estudiantes y docentes en la Facultad de Ingeniería UNA. Paraguay]]></article-title>
<article-title xml:lang="en"><![CDATA[Burnout Syndrome in students and teachers at the Faculty of Engineering UNA, Paraguay]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bermúdez Gómez]]></surname>
<given-names><![CDATA[Mirtha Raquel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional de Asunción  ]]></institution>
<addr-line><![CDATA[San Lorenzo ]]></addr-line>
<country>Paraguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>13</volume>
<numero>1</numero>
<fpage>101</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2409-87522026000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2409-87522026000100101&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2409-87522026000100101&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El síndrome de burnout se reconoció como un fenómeno creciente en entornos educativos de alta demanda, por lo que el propósito del estudio fue describir sus manifestaciones y explorar factores asociados al agotamiento emocional, la despersonalización y el logro personal reducido. Se empleó un diseño mixto de tipo descriptivo y corte transversal, basado en una población de 2.892 estudiantes y 582 docentes, de los cuales participaron 182 estudiantes y 27 docentes seleccionados por conveniencia. En el proceso de recolección de datos se aplicaron el Inventario de Burnout de Maslach para Estudiantes (MBI-SS) y el Inventario de Burnout de Maslach para Educadores (MBI-ES), instrumentos ampliamente utilizados para medir el síndrome de burnout a través de las dimensiones de agotamiento emocional, despersonalización y realización personal, además de entrevistas semiestructuradas; los datos cuantitativos fueron analizados con estadística descriptiva, pruebas inferenciales y tamaños de efecto, mientras que los datos cualitativos fueron examinados mediante análisis temático. Los resultados mostraron niveles críticos de agotamiento emocional en estudiantes &#8212;el 42,9% reportó sentirse exhausto siempre y el 79,6% tuvo dificultades frecuentes para recuperar energía&#8212; y una presencia moderada pero significativa de agotamiento en docentes &#8212;el 51,8% manifestó síntomas al menos una vez al mes&#8212;, acompañado de percepciones de sobrecarga académica, recursos institucionales insuficientes y estrategias de afrontamiento disfuncionales. Se concluyó que el burnout constituyó un fenómeno persistente y multifactorial que afectó el bienestar académico y laboral, lo que destacó la necesidad de implementar intervenciones institucionales orientadas a la prevención, detección temprana y apoyo psicoeducativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Burnout Syndrome had been recognized as a growing issue in demanding educational environments; therefore, the objective of the study was to describe its manifestations and explore factors associated with emotional exhaustion, depersonalization, and reduced personal accomplishment. A descriptive cross-sectional mixed design was used, based on a population of 2,892 students and 582 faculty members, from which 182 students and 27 faculty members were selected through convenience sampling. The MBI-SS and MBI-ES inventories were applied, along with semi-structured interviews. Quantitative data were analyzed using descriptive statistics, inferential tests, and effect sizes, while qualitative data were examined through thematic analysis. Findings revealed critical levels of emotional exhaustion among students and moderate but meaningful burnout among faculty, accompanied by perceptions of academic overload, insufficient institutional resources, and dysfunctional coping strategies. The study concluded that burnout was a persistent and multifactorial phenomenon negatively impacting academic and professional well-being, highlighting the need for institutional interventions aimed at prevention, early detection, and psychoeducational support.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[síndrome de burnout]]></kwd>
<kwd lng="es"><![CDATA[agotamiento emocional]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[docentes]]></kwd>
<kwd lng="es"><![CDATA[ingeniería]]></kwd>
<kwd lng="en"><![CDATA[burnout syndrome]]></kwd>
<kwd lng="en"><![CDATA[emotional exhaustion]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[faculty]]></kwd>
<kwd lng="en"><![CDATA[engineering]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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