Faculty Identity in the Avatar Age

<jats:p>The rapid digitalization of higher education, accelerated by COVID-19, has reshaped teaching practices and faculty identity. This study examines how Indian faculty construct identity in avatar-based classrooms, drawing on impression management and social cognition frameworks. Interviews with 25 teachers reveal heightened emotional labor and “digitally mediated burnout,” driven by reduced social cues, performance pressures, and institutional demands. The study proposes a model linking identity, cognition, and well-being, and recommends digital infrastructure, well-being initiatives, training, and ethical avatar design.</jats:p>