The article discusses the results of research aimed at determining the level of academic burnout among students of pedagogical faculties, characterizing the phenomenon and understanding the factors that contribute to its development. The research was conducted using a quantitative research strategy using the diagnostic survey method on a representative group of 261 students. The research results did not indicate a high level of academic burnout among students, but individual variables differentiated the study groups in terms of burnout. Excessive workload, high exhaustion and high tension turned out to be the factors that contribute most to the development of academic burnout in the study population, and women and third-year undergraduate students were at the highest risk of burnout. Women, third-year students and working people very often had a feeling of reduced value of studies and a cynical perception of them. At the same time, the assessment of the quality of studies depended on the level of tension felt by students and the value they assigned to the knowledge provided to them. Research results can be a source of knowledge and inspiration for academic teachers and higher education managers.