This psychological and pedagogical study focuses on the impact of digital technologies on the professional burnout of teachers in distance learning. Despite their obvious advantages, the introduction of online formats has created a new professional reality for teachers, which is associated with a number of significant challenges. The study found that information overload, the need for constant availability, technical dependence, and a lack of direct interpersonal communication contribute to emotional exhaustion, depersonalisation, and reduced professional productivity. The study analyses how these factors exacerbate the previously studied problem of professional burnout. The aim of the work is not only to provide a comprehensive analysis of the identified interrelationships, but also to develop scientifically based recommendations for the prevention and overcoming of professional burnout syndrome among teachers in the context of digitalisation, aimed at preserving their health and improving the quality of the educational process.