Teachers’ Well-Being in a BANI World: A Key Resource for Resilience in Knowledge-Based Educational Organizations

In the context of uncertainty, complexity, and rapid change, as described by the BANI framework (Brittle, Anxious, Nonlinear, Incomprehensible), teacher well-being becomes a key resource for organizational sustainability. In educational settings, increasing demands, instability, and ambiguity place significant pressure on teachers, affecting their emotional well-being and professional performance. This paper reviews teacher well-being adjusting the interaction between individual and organizational factors, illustrating the role of organizational culture, professional support, and autonomy in sustaining psychological balance. Drawing on relevant literature, the study argues that teacher well-being is not only an individual concern but also an important factor for educational organizations. It is further claimed that encouraging organizational environments increases engagement, adaptability, and professional performance. The paper proposes a conceptual perspective on the role of well-being in knowledge-based educational organizations and outlines directions for future research on creating eco-friendly organizational practices that support teacher well-being. In this way, ‘eco-friendly’ practices refer to approaches that not only foster environmental sustainability within educational settings but also promote a psychologically healthy, supportive, and inclusive climate for staff. Thus, integrating ecological and psychological approaches creates a reinforcing loop in which improvements in environmental sustainability contribute to better teacher well-being, and vice versa.