High rates of burnout plague academics due to the inherent demands of their professions. Traditionally, research has concentrated on the stress-inducing factors within academic settings. This study, guided by positive psychology, explores the protective role of psychological capital in mitigating burnout among academics. The study investigated how psychological capital buffers overall burnout and its three core dimensions: emotional exhaustion, depersonalization, and reduced personal accomplishment. Additionally, the research explored whether generational differences moderated these relationships. Employing quantitative methodology, the study utilized structural equation modeling (SEM) to analyze the research hypotheses. The results demonstrated a negative association between psychological capital and burnout, specifically with emotional exhaustion and reduced personal accomplishment. Importantly, generational differences moderated these relationships. However, no significant correlation was found between psychological capital and depersonalization, nor was the moderating effect of generation significant for this specific dimension. The study offers valuable insights for the educational sector. By fostering psychological capital among academics, institutions can potentially reduce burnout levels and contribute to a more positive and productive academic environment.