<![CDATA[Academic burnout has become a progressively significant concern in higher education because of its negative effects on students' psychological well-being, academic engagement, and persistence. While academic workload is generally identified as the main source of burnout, students' experiences are often shaped by a broader interplay of personal, social, and contextual factors. This study aimed to explore the hidden factors contributing to academic burnout among final-year English Education students at IAIN Parepare. A qualitative case study design was employed, and data were collected through semi-structured interviews with final-year students who had experienced symptoms of academic burnout. The interview data were analyzed using thematic analysis to identify recurring patterns across participants' experiences. The findings indicate that academic burnout cannot be understood solely as a consequence of academic workload. Rather, it emerged through the interaction between students' personal resources, social support, and contextual demands. Self-efficacy and resilience functioned as essential personal resources that influenced students' confidence and persistence in dealing with academic challenges. Social support from family members, academic advisors, and fellow students served as a protective resource by providing emotional encouragement, academic guidance, and practical assistance. Meanwhile, employment while studying introduced additional contextual demands that intensified students' vulnerability to burnout by limiting the time and energy available for academic responsibilities.]]>
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