Qualitative Study on Gamma Wave Oscillations and Psychological Well-Being Gen Z Physics Educator’s Neural-Psychological Interface

M. Khoirudin Jalil; Carissa Nanda Wahyu Faatihah

Authors

M. Khoirudin Jalil State University of Malang Author
Carissa Nanda Wahyu Faatihah State University of Malang Author

Keywords:

Gamma, Psychological Well-Being, Gen Z Educators, Neural-Psychological Interface, Physics Education

Abstract

Introduction - The neural-psychological interface of educators is a critical domain that requires serious attention from educational neuroscientists and psychological practitioners. Various internal and external factors contribute to the mental health dynamics of teachers today. Rapid advancements in neuro-imaging, shifts in generational work ethics, and the high cognitive demands of STEM subjects have significantly influenced the psychological well-being of modern instructors. In addition, the complexities of maintaining high-frequency cognitive functioning, particularly through gamma wave oscillations, affect how educators manage their professional resilience. These neurological challenges consistently appear in high-pressure academic environments, making them recurring issues that must be addressed to ensure the sustainability of the teaching profession. Drawing from the intersection of neuroscience and behavioral psychology, this study focuses on exploring the challenges within the neural-psychological interface of Gen Z physics educators. Methods - A qualitative research method with a phenomenological design was employed, involving physics educators from the Gen Z cohort with active teaching experience. The data obtained were analyzed in depth to answer the central research question regarding the link between brain wave patterns and subjective well-being. Results - The findings indicate that in the current era, the primary factor disrupting the neural-psychological interface is cognitive fatigue, which manifests as dysregulated gamma wave activity. This condition is influenced by the constant pressure to integrate complex technology and the high abstraction required in physics. Another contributing factor is the disconnect between neural high-performance and emotional regulation. Conclusion - These issues highlight the need for serious attention, as optimizing the brain-mind connection of educators must be addressed as a priority.

Author Biographies

M. Khoirudin Jalil, State University of Malang

Departemen Bimbingan dan Konseling
Carissa Nanda Wahyu Faatihah, State University of Malang

Departemen Fisika

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