Introduction. The digitalization of the educational landscape, accelerated by the COVID-19 pandemic and ongoing technological advances, has imposed unprecedented psychological demands on educators worldwide. While organizational factors influencing burnout are well-documented, fewer studies have addressed individual psychological resources that protect teachers' mental health and sustain educational quality in digital contexts. Purpose: Grounded in the Job Demands-Resources model and the Technology Acceptance Model, this research examines how openness to change and attitudes toward digital technology influence burnout among educators, exploring whether gender moderate these relationships. Method: A cross-sectional study involving 591 secondary school teachers in Spain was conducted. Hierarchical regression analyses were performed to evaluate how openness to change and attitudes toward digital technology related to burnout, with gender considered as potential moderator. Results: Findings revealed that both openness to change and positive attitudes toward digital technologies significantly reduced teacher burnout. Notably, gender moderated these relationships: openness to change had stronger protective effects for male teachers, while positive attitudes toward digital technologies were particularly beneficial for female teachers. Conclusions: This study highlights the importance of individual psychological factors in reducing burnout in educational settings during digital transitions, directly supporting SDGs related to Decent Work and Economic Growth, Good Health and Well-being, and Gender Equality. By fostering these psychological resources, educational organizations can tailor gender specific professional development programs to mitigate burnout, ultimately contributing to sustainable work contexts and improved teacher well-being.