TECHNOSTRESS IN EDUCATIONAL SETTINGS: A SYSTEMATIC LITERATURE REVIEW OF TEACHERS AND LEARNERS (2024-2026)
DOI:
https://doi.org/10.35631/IJEPC.1164005Keywords:
Educational Technology, Learners, Systematic Literature Review, Teachers, TechnostressAbstract
The rapid digitalisation of education has embedded information and communication technologies (ICT) in everyday teaching and learning, yet it has also produced a distinct form of strain known as technostress. Although primary studies have multiplied since the COVID-19 period, the most recent evidence remains scattered across populations, instruments, and outcomes, and an up-to-date synthesis is lacking. This review therefore aims to consolidate the 2024 to 2026 empirical evidence on technostress in educational settings into a structured thematic map of its antecedents, consequences, and coping strategies for teachers and learners. Following a three-stage systematic literature review protocol, two databases, Scopus and ERIC, were searched with a structured string. After identification, duplicate removal, title and abstract screening, and full-text eligibility assessment under a PRISMA-style flow (Figure 1), and after quality appraisal with the Critical Appraisal Skills Programme (CASP) checklist, 52 primary studies were retained for qualitative thematic synthesis. Three themes emerged. Antecedents are driven mainly by institutional support, digital competence, and professional identity; consequences centre on emotional exhaustion and reduced satisfaction and performance for educators and on lower motivation and engagement for learners; and coping is shaped by training, institutional scaffolding, and the positive variant of strain known as techno-eustress. These findings imply that schools and universities should prioritise sustained technical and pedagogical support, structured digital-competence training, and workload management to buffer technostress, while future research should move beyond cross-sectional survey designs and widen coverage to under-represented settings such as rural and Global South contexts. The review contributes a current, appraisal-based evidence map to guide practice, policy, and research in digital education.
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References
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