Evaluating the Impact of Technostress on Teachers' Well-being and Academic Productivity in Technology-Enhanced Higher Education
Abstract
Technostress is "a modern disease of adaptation caused by an inability to cope with the new computer technologies healthily." Teachers must adapt to new learning management systems for troubleshooting technical issues while dealing with issues associated with digital inequities among students. Thus, the study intends to look into technostress among educators in higher education. To investigate the impact of technostress on teachers' well-being and academic productivity in technology-enhanced higher education. A systematic literature review of 25 articles with thematic analysis was conducted. The results highlighted a complex interaction that exists between technostress, productivity, and teacher well-being. This would require an integrative approach involving user-centric technology design, equitable resource allocation, supportive organizational policies, and needs-based professional development programs. The incorporation of technology into higher education is unavoidable. It emphasizes the need to focus on measures to reduce technostress in teachers to improve job efficiency. By addressing the roots of technostress and using institutional and individual strengths, stakeholders may create settings that promote enjoyment, resilience, and productivity. Though the study might be limited due to publication bias, it has significant practical implications for understanding how productivity can be enhanced in a technology-enhanced environment. Thereby, future studies can undertake the long-term impact of technostress on teacher well-being and productivity.
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