A Systematic Literature Review on Technostress in Post-COVID-19 Education: Psychological Stressor, Antecedents, Mitigation Strategies, and the Role of Counseling

Abstract

This systematic literature review (SLR) explores technostress among educators in post-COVID-19 education. While technostress—stress caused by technology use—has been extensively studied in non-educational settings, its impact on educators remains underexamined, particularly as the pandemic accelerated digital adoption in teaching. This review addresses this gap by analysing the key stressors associated with technology, their underlying causes, their effects on educators, and potential mitigation strategies, including the role of counselling.  We used the PRISMA guidelines to search six academic databases (Emerald Insight, ProQuest, Taylor & Francis, SAGE, ScienceDirect, and Scopus) for peer-reviewed studies published between 2020 and 2025 that look specifically at tech-related stress among teachers. The search initially yielded 1,142 articles, with 23 meeting the inclusion criteria for in-depth analysis. The findings reveal that excessive digital workloads, the complexity of new technological tools, work-life imbalance, and inadequate institutional support are primary contributors to technostress. These challenges are further exacerbated by limited training and resources. Additionally, individual factors such as digital competence, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) play a significant role in determining educators’ ability to cope with technology-related stressors. This review provides valuable insights into the challenges of technostress and outlines strategies for intervention. The findings offer practical recommendations for educational institutions, policymakers, and counsellors to create more sustainable and supportive digital learning environments.

Keywords
  • Technostress
  • Educators
  • Digital Competence
  • Work-life Imbalance
  • Counseling Intervention
  • Post-Covid-19
How to Cite
Vermila, A., & Kurniawati, F. (2025). A Systematic Literature Review on Technostress in Post-COVID-19 Education: Psychological Stressor, Antecedents, Mitigation Strategies, and the Role of Counseling. KONSELOR, 14(1), 33–57. https://doi.org/10.24036/02025141111-0-86
References
  1. Abdelghaffar, A., & Eid, L. (2025). A critical look at equity in international doctoral education at a distance: A duo’s journey. British Journal of Educational Technology, 56(3), 456-472. https://doi.org/10.1111/bjet.13566
  2. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
  3. Ahmad, U. N. U., Amin, S. M., & Ismail, W. K. W. (2014). Moderating Effect of Technostress Inhibitors on the Relationship between Technostress Creators and Organisational Commitment. (2014). Jurnal Teknologi (Sciences & Engineering), 67(1). https://doi.org/10.11113/jt.v67.1932
  4. Albhirat, M. M., Rashid, A., Rasheed, R., Rasool, S., Zulkiffli, S. N. A., Zia-ul-Haq, H. M., & Mohammad, A. M. (2024). The PRISMA statement in enviropreneurship study: A systematic literature and a research agenda. Cleaner Engineering and Technology, 18. https://doi.org/10.1016/j.clet.2024.100721
  5. Amin, E. B., Al-Dmour, R., Al-Dmour, H., & Al-Dmour, A. (2024). Technostress Impact on Educator Productivity: Gender Differences in Jordan’s Higher Education. Electronic Journal of E-Learning, 22(8), 60–75. https://doi.org/10.34190/ejel.22.8.3608
  6. Andriono, E. (2024). Korelasi dampak penggunaan teknologi pembelajaran dan tingkat technostress di kalangan guru Kecamatan Segedong Kabupaten Mempawah. Seminar Nasional Pendidikan (SNP) 2024, Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura. ISBN 3047-6275.
  7. Ayyagari, R., Grover, V., & Purvis, R. (2011). Technostress: Technological Antecedents and Implications. MIS Quarterly, 35(4), 831–858. https://doi.org/10.2307/41409963
  8. Ballangan, M. G., Carantes, F. T., & Yanes Jr, P. S. (2024). Unpacking technostress: A systematic review on its effects and mitigation. Cognizance Journal of Management Studies, 4(4), 45–63. https://cognizancejournal.com/vol4issue4/V4I402.pdf
  9. Berger, R., Romeo, M., Gidion, G., & Poyato, L. (2016). Media use and technostress. INTED2016 Proceedings. 390-400. https://doi.org/10.21125/inted.2016.1092
  10. Bou Reslan, F., & El Hokayem, J. (2023). Technostress and Online Teaching During COVID-19 Pandemic: The Case of Lebanon. Business and Professional Communication Quarterly. https://doi.org/10.1177/23294906231170334
  11. Boyer-Davis, S. (2020). Technostress in higher education: An examination of faculty perceptions before and during the COVID-19 pandemic. Journal of Business and Accounting, 13(1), 42-58
  12. Brod, C. (1984). Technostress: The human cost of the computer revolution. Addison-Wesley.
  13. Califf, C. B. (2022). Stressing affordances: Towards an appraisal theory of technostress through a case study of hospital nurses’ use of electronic medical record systems. Information and Organization, 32(4), 100431. https://doi.org/10.1016/j.infoandorg.2022.100431
  14. Califf, C. B., & Brooks, S. (2024). How did COVID-19 impact techno-stressors, literacy facilitation, burnout, and turnover intention? An exact replication. AIS Transactions on Replication Research, 10, 1–20. https://doi.org/10.17705/1atrr.00084
  15. Can Yalçın, R., Gökmen, Y., Erdem, H., Türen, U. (2022). The Mediating Role of Organisational Cynicism on the Relationship Between Technostress and Job Performance: A Research on Teachers. Sosyoekonomi, 30(54), 73-99. https://doi.org/10.17233/sosyoekonomi.2022.04.04
  16. Çar, B., Sural, V., & Güler, H. (2022). Investigating the Relationship Between Physical Education Teachers’ Perceptions, Technological Knowledge and Classroom Management Profiles. Education Quarterly Reviews, 5(2). https://doi.org/10.31014/aior.1993.05.02.501
  17. Chou, H. L., & Chou, C. (2021). A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching. Computers and Education, 175. https://doi.org/10.1016/j.compedu.2021.104335
  18. Clark, K. and Kalin, S. (1996) Technostressed Out? How to Cope in the Digital Age. Library Journal, 121, 30-32.
  19. Decataldo, A., & Fiore, B. (2022). Digital-Insecurity and Overload: the Role of Technostress in Lecturers’ Work-Family Balance. Italian Journal of Sociology of Education, 14(3), 75–102. https://doi.org/10.14658/pupj-ijse-2022-3-4
  20. Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the Structural Relationship Among Teachers’ Technostress, Technological Pedagogical Content Knowledge (TPACK), Computer Self-efficacy and School Support. Asia-Pacific Education Researcher, 29(2), 147–157. https://doi.org/10.1007/s40299-019-00461-5
  21. Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration. Education and Information Technologies, 22(2), 551–573. https://doi.org/10.1007/s10639-016-9476-y
  22. Dunn, T. J., & Kennedy, M. (2019). Technology Enhanced Learning in higher education; motivations, engagement and academic achievement. Computers & Education, 137, 104–113. https://doi.org/10.1016/J.COMPEDU.2019.04.004
  23. Eckhardt, A., Laumer, S., Maier, C., & Weitzel, T. (2016). The effect of personality on IT personnel’s job-related attitudes: Establishing a dispositional model of turnover intention across IT job types. Journal of Information Technology, 31(1), 48-66.
  24. Eickelmann, B., Gerick, J., & Koop, C. (2017). ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play? Education and Information Technologies, 22(4), 1527–1551. https://doi.org/10.1007/s10639-016-9498-5
  25. Estrada-Araoz, E. G., Quispe-Aquise, J., Huamani-Mallgui, A. Y., Salas-Tincusi, E., Mamani-Calcina, B., & Jara-Rodríguez, F. (2023). Exploring the relationship between technostress and psychological well-being in basic education teachers: A cross-sectional study. Journal of Law and Sustainable Development, 11(2). https://doi.org/10.55908/SDGS.V11I2.442
  26. Estrada-Muñoz, C., Castillo, D., Vega-Muñoz, A., & Boada-Grau, J. (2020). Teacher technostress in the chilean school system. International Journal of Environmental Research and Public Health, 17(15), 1–17. https://doi.org/10.3390/ijerph17155280
  27. Etuah, S., Adams, F., & Mensah, J. O. (2024). The psychological toll of technological integration on educators. Frontiers in Sustainable Education, 9(2), 112–126. https://doi.org/10.3389/fsufs.2024.1505567
  28. Ferencik, M. (2024). Building the bridges – Collaborative spirit of our society. Journal of Cardiovascular Computed Tomography, 18(4), 157–163. https://doi.org/10.1016/j.jcct.2024.10.007
  29. Fuglseth, A. M & Sørebø, Ø. (2014). The effects of technostress within the context of employee use of ICT. Computers in Human Behavior, 40, 161–170. https://10.1016/j.chb.2014.07.040
  30. Gaudioso, F., Turel, O., & Galimberti, C. (2017). The mediating roles of strain facets and coping strategies in translating techno-stressors into adverse job outcomes. Computers in Human Behavior, 69, 189–196. https://doi.org/10.1016/j.chb.2016.12.041
  31. González, C., Ponce, D., & Fernández, V. (2023). Teachers’ experiences of teaching online during COVID-19: Implications for postpandemic professional development. Educational Technology Research and Development. https:// doi. org/ 10. 1007/ s11423- 023- 10200-9
  32. Govender, R., & Mpungose, C. (2022). Lecturers’ technostress at a South African university in the context of coronavirus (COVID-19). Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2125205
  33. Graham, R., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70–79. http://doi.org/10.1007/s11528-009-0328-0
  34. Hakami, E., Hakami, L., & Hernández-Leo, D. (2023). Triggers of teacher-perceived stressful moments when orchestrating collaborative learning with technology. International Journal of Educational Technology, 20(3), 89–103. https://repository.ubn.ru.nl/bitstream/handle/2066/299061/299061.pdf?sequence=1
  35. Hassan, N., Yaakob, S. A., Halif, M. M., Aziz, R. A., Majid, A. A., & Sumardi, N. A. (2019). The effect of Technostress Creator and Organizational Commitment Among School Teachers. 15(3), 92. https://doi.org/https://doi.org/10.24191/ajue.v15i3.7563
  36. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5
  37. Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2021). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 141–158. https://doi.org/10.1080/1475939X.2020.1839543
  38. Howard, S., Tondeur, J., Hutchison, N., Scherer, R., & Siddiq, F. (2022). A t(r)opical journey: Using text mining to explore teachers’ experiences in the great online transition. Society for Information Technology & Teacher Education International Conference, 2022, 930–935.
  39. Huang, X., Chang, L.-H., Veermans, K., & Ginter, F. (2024). Breakpoints in iterative development and interdisciplinary collaboration of AI-driven automated assessment. Proceedings of the 21st International Conference on Information Technology Based Higher Education and Training (ITHET) (pp. 1–10). IEEE. https://doi.org/10.1109/ITHET61869.2024.10837673
  40. Jacobson-Wright, N. (2025). Developing online education for Namaste Care. BMJ Supportive & Palliative Care, 15(Suppl 1), A10.2. https://doi.org/10.1136/bmjspcare-2025-004321
  41. Jain, S., Varma, V., Vijay, T. S., & Cabral, C. (2024). Technostress at workplace: A systematic literature review and future research pathways. Asian Journal of Business Research, 14(1), 78–96. https://ajbr.co.nz/ajbr/ajbr240182.pdf
  42. Jena, R.K. (2015). Technostress in ICT enabled collaborative learning environment: An empirical study among Indian academician. Computers in Human Behavior, 51(), 1116–1123. https://10.1016/j.chb.2015.03.020
  43. Joo, Y. J., Lim, K. Y., & Kim, N. H. (2016). The effects of secondary teachers’ technostress on the intention to use technology in South Korea. Computers and Education, 95, 114–122. https://doi.org/10.1016/j.compedu.2015.12.004
  44. Kasemy, Z. A., Sharif, A. F., Barakat, A. M., Abdelmohsen, S. R., Hassan, N. H., Hegazy, N. N., & Sharfeldin, A. Y. (2022). Technostress creators and outcomes among Egyptian medical staff and students: A multicenter cross-sectional study of remote working environment during COVID-19 pandemic. Frontiers in Public Health, 10, 796321. https://doi.org/10.3389/fpubh.2022.796321
  45. Kementerian Pendidikan dan Kebudayaan. (2018, December 3). 40 Persen Guru yang Siap dengan Teknologi. https://gtk.kemdikbud.go.id/read-news/40-persen-guru-yang-siap-dengan-teknologi
  46. Khlaif, Z. (2018). Teachers’ Perceptions of Factors Affecting Their Adoption and Acceptance of Mobile Technology in K-12 Settings. Computers in the Schools, 35(1), 49–67. https://doi.org/10.1080/07380569.2018.1428001
  47. Khlaif, Z. N., Sanmugam, M., Hattab, M. K., Bensalem, E., Ayyoub, A., Sharma, R. C., Joma, A., Itmazi, J., Najmi, A. H., Mitwally, M. A. A., Jawad, A. A., Ramadan, M., & Bsharat, T. R. K. (2023). Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis. Heliyon, 9(8), e19069. https://doi.org/10.1016/j.heliyon.2023.e19069
  48. Kologrivaya, K. & Shleifer, E. (2022, April 15). Teachers aren’t getting enough training on technology—It’s a global problem. EdSurge. Retrieved from https://www.edsurge.com/news/2022-04-15-teachers-aren-t-getting-enough-training-on-technology-it-s-a-global-problem
  49. Koshiry, A. E. ., Eliwa, E. ., Mohsen, N. A. A., & Khalil, S. S. . (2025). Alternative assessment (Teacher/Peer) in MOOCs and its effect on enhancing collaborative leadership skills. International Journal of Innovative Research and Scientific Studies, 8(1), 2646–2659. https://doi.org/10.53894/ijirss.v8i1.5038
  50. Kwon, K., Ottenbreit-Leftwich, A. T., Sari, A. R., Khlaif, Z., Zhu, M., Nadir, H., & Gok, F. (2019). Teachers’ Self-efficacy Matters: Exploring the Integration of Mobile Computing Device in Middle Schools. TechTrends, 63(6), 682–692. https://doi.org/10.1007/s11528-019-00402-5
  51. la Torre, G., Esposito, A., Sciarra, I., & Chiappetta, M. (2019). Definition, symptoms and risk of techno-stress: a systematic review. International Archives of Occupational and Environmental Health, 92(1), 13–35. https://doi.org/10.1007/s00420-018-1352-1
  52. Lassri, D. (2023). Psychological distress among teaching staff during the COVID-19 pandemic: A transdiagnostic perspective on profiles of risk and resilience. Teaching and Teacher Education, 128. https://doi.org/10.1016/j.tate.2023.104143
  53. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer.
  54. Li, L., & Wang, X. (2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology and Work, 23(2), 315–330. https://doi.org/10.1007/s10111-020-00625-0
  55. Li, S., Lim, C. Y., & Ang, S. L. (2024). An Analysis of Technostress Factors Among Teachers in Hunan, China Through Statistical Methods and K-means Clustering. TEM Journal, 13(4), 3231–3240. https://doi.org/10.18421/TEM134-57
  56. Liu, C. F., Cheng, T. J., & Chen, C. T. (2019). Exploring the factors that influence physician technostress from using mobile electronic medical records. Informatics for Health and Social Care, 44(1), 92–104. https://doi.org/10.1080/17538157.2017.1364250
  57. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the COVID-19 conversion to online teaching: Correlations with stress, wellbeing, and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
  58. Magistra, S. N., Santosa, S., & Indriayu, M. (2021). Effect of Self-Efficacy and Technostress on Teacher Performance through Organizational Commitments. Dinamika Pendidikan, 16(1), 75–82. https://doi.org/10.15294/dp.v16i1.28993
  59. Maipita, I., Dongoran, F. R., Syah, D. H., & Sagala, G. H. (2023). TPACK, organizational support, and technostress in explaining teacher performance during fully online learning. Journal of Information Technology Education: Research, 22, 41–70. https://doi.org/10.28945/5069
  60. Makdori, Y. (2021, April 2021). Kemendikbud sebut 60 persen guru masih terbatas menguasai teknologi informasi. Liputan6. https://www.liputan6.com/news/read/4533328/kemendikbud-sebut-60- persen-guru-masih-terbatas-menguasai-teknologi-informasi?page=2
  61. Markowitz, D. M., Laha, R., Perone, B. P., Pea, R. D., & Bailenson, J. N. (2018). Immersive virtual reality field trips facilitate learning about climate change. Frontiers in Psychology, 9, 2364. https://doi.org/10.3389/fpsyg.2018.02364
  62. Mashile, T. (2017). Technology integration and the digital divide: Understanding factors that impact on educators’ ability to integrate technology in South African classrooms [Master’s thesis, University of Pretoria]. University of Pretoria Repository. http://hdl.handle.net/2263/59868
  63. Matthes, J., Karsay, K., Schmuck, D., & Stevic, A. (2020). “Too much to handle”: Impact of mobile social networking sites on information overload, depressive symptoms, and well-being. Computers in Human Behavior, 105 (2020), 106217. https://doi.org/10.1016/j.chb.2019. 106217
  64. Metaria, M., & Cahyono, B. Y. (2024). EFL students’ engagement in the post-pandemic teaching: Does technology matter? Journal on English as a Foreign Language, 14(1), 26–47. https://doi.org/10.23971/jefl.v14i1.6503
  65. Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2010). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. International Journal of Surgery, 8(5), 336–341. https://doi.org/10.1016/j.ijsu.2010.02.007
  66. Mudrikah, S., Kusmuriyanto, K., & Widodo, W. (2022). Pengaruh technostress dan computer self-efficacy terhadap kinerja guru selama pembelajaran daring. Equilibrium, 10(2), 11073. https://doi.org/10.25273/equilibrium.v10i2.11073
  67. Mulkerrins, M., Strong, R., Kilboyle, J., Egan, C., Holohan, C., Russell, T., Flannery, S., & Curley, E. (2025). The Influence of Digital Knowledge Exchange on Advancing Irish Students Knowledge and Adoption of Sustainable Grassland Management Innovations. Journal of International Agricultural and Extension Education, 32(1). DOI: https://doi.org/10.4148/2831-5960.1490
  68. Munyengabe, S., Yiyi, Z., Haiyan, H., & Hitimana, S. (2017). Primary teachers’ perceptions on ICT integration for enhancing teaching and learning through the implementation of One Laptop Per Child Program in primary schools of Rwanda. Eurasia Journal of Mathematics, Science and Technology Education, 13(11), 7193–7204. https://doi.org/10.12973/ejmste/79044
  69. Mushtaque, I., Waqas, H., & Awais-E-Yazdan, M. (2022). The effect of technostress on the teachers’ willingness to use online teaching modes and the moderating role of job insecurity during COVID-19 pandemic in Pakistan. International Journal of Educational Management, 36(1), 63–80. https://doi.org/10.1108/IJEM-07-2021-0291
  70. Muslimin, A. I., Mukminatien, N., & Ivone, F. M. (2023). TPACK-SAMR digital literacy competence, technostress, and teaching performance: Correlational study among EFL lecturers. Contemporary Educational Technology, 15(2). https://doi.org/10.30935/cedtech/12921
  71. Nguyen-Tat, T. B., Le, T. T., & Do, T. N. (2024). IoT-Based Electrical Energy Monitoring System. Proceedings of the International Conference on Future Data and Security Engineering. https://link.springer.com/chapter/10.1007/978-981-96-0437-1_27
  72. Odoh, L., Odigbo, B., & Onwumere, J. U. (2013). Effect of techno-stress on the performance of accountants and other managers in Nigerian banking and brewery industries. European Journal of Business and Management, 5(14), 100–108.
  73. Olubola Adeyele, V. (2024). Exploring the influence of primary school teachers’ anxiety levels on attitudes toward technology integration. Journal of Education and Teaching (JET), 5(2), 284–299. https://doi.org/10.51454/jet.v5i2.414
  74. Ortega-Jiménez, C., Estrada-Muñoz, C., & Vega-Muñoz, A. (2023). Psychometric properties and factor structure of the Spanish version of the technostress scale in Ecuadorian teachers. International Journal of Environmental Research and Public Health, 20(3), 1950. https://doi.org/10.3390/ijerph20031950
  75. Owusu-Ansah, S., Azasoo, J. Q., & Adu, I. N. (2016). Understanding the effects of techno-stress on the performance of banking staff. European Journal of Industrial Engineering, 6(3), 222–237. https://doi.org/10.1504/IJBCRM.2016.079010
  76. Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112. https://doi.org/10.1016/j.chb.2020.106468
  77. Pace, F., Sciotto, G., Randazzo, N. A., & Macaluso, V. (2022). Teachers’ work-related well-being in times of COVID-19: The effects of technostress and online teaching. Social Sciences, 11(10). https://doi.org/10.3390/socsci11100453
  78. Pagán-Garbín, I., Méndez, I., & Martínez-Ramón, J. P. (2024). Exploration of stress, burnout and technostress levels in teachers. Prediction of their resilience levels using an artificial neuronal network (ANN). Teaching and Teacher Education, 148. https://doi.org/10.1016/j.tate.2024.104717
  79. Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress. International Journal of Environmental Research and Public Health, 17(21), 8002. https://doi.org/10.3390/ijerph17218002
  80. Paul, J., Lim, W. M., O’Cass, A., Hao, A. W., & Bresciani, S. (2021). Scientific procedures and rationales for systematic literature reviews (SPAR-4-SLR). International Journal of Consumer Studies. https://doi.org/10.1111/ijcs.12695
  81. Petko, D., Prasse, D., & Cantieni, A. (2018). The interplay of school readiness and teacher readiness for educational technology integration: A structural equation model. Computers in the Schools, 35(1), 1–18. https://doi.org/10.1080/07380569.2018.1428007
  82. Porter, W. W., & Graham, C. R. (2016). Institutional drivers and barriers to faculty adoption of blended learning in higher education. British Journal of Educational Technology, 47(4), 748–762. https://doi.org/10.1111/bjet.12269
  83. Pozo-Rico, T., Gilar-Corbí, R., Izquierdo, A., & Castejón, J. L. (2020). Teacher training can make a difference: Tools to overcome the impact of COVID-19 on primary schools. An experimental study. International Journal of Environmental Research and Public Health, 17(22), 1–23. https://doi.org/10.3390/ijerph17228633
  84. Pradani, R. P., Priharsari, D., & Wijoyo, S. H. (2022). Analisis kualitatif technostress pada guru dalam penggunaan teknologi informasi di masa pandemi Covid-19. Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer, 6(1), 461–465. http://j-ptiik.ub.ac.id
  85. Puspaningtyas, N. D., & Ulfa, M. (2020). Improving students’ learning outcomes in blended learning through the use of animated video. Kalamatika: Jurnal Pendidikan Matematika, 5(2), 133–142. https://doi.org/10.22236/kalamatika.vol5no2.2020pp133-142
  86. Qi, C. (2019). A double-edged sword? Exploring the impact of students’ academic usage of mobile devices on technostress and academic performance. Behaviour and Information Technology, 38(12), 1337–1354. https://doi.org/10.1080/0144929X.2019.1585476
  87. Ragu-Nathan, T. S., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and validation. Information Systems Research, 19(4), 417–433. https://doi.org/10.1287/isre.1070.0165
  88. Resmini, S., Satriani, I., & Rafi, D. M. (2021). Pelatihan penggunaan aplikasi Canva sebagai media pembuatan bahan ajar dalam pembelajaran bahasa Inggris. Abdimas Siliwangi, 4(2), 335–343. https://doi.org/10.22460/as.v4i2p%25p.6859
  89. Royle, F., Guard, S., & Micallef, R. (2024). Assessing the Impact of a Leadership Development Programme for Community Pharmacy Neighbourhood Leads in South East London. Pharmacy, 12(6), 164. https://doi.org/10.3390/pharmacy12060164
  90. Sadaf, A., & Johnson, B. L. (2017). Teachers’ beliefs about integrating digital literacy into classroom practice: An investigation based on the theory of planned behavior. Journal of Digital Learning in Teacher Education, 33(4), 129–137. https://doi.org/10.1080/21532974.2017.1347534
  91. Sadiq, I. Z. (2024). Strengthening and preserving a culture of academic integrity in global higher educational settings. Journal of College and Character, 25(1), 78–92. https://doi.org/10.1080/2194587X.2024.2348999
  92. Saleem, F., & Malik, M. I. (2023). Technostress, quality of work life, and job performance: A moderated mediation model. Behavioral Sciences, 13(12). https://doi.org/10.3390/bs13121014
  93. Salhab, R., & Daher, W. (2023). University students’ engagement in mobile learning. European Journal of Investigation in Health, Psychology and Education, 13(1), 202–216. https://doi.org/10.3390/ejihpe13010016
  94. Sasidharan, S. (2022). Technostress in the workplace: A social network perspective. Information Technology and People, 35(4), 1219–1238. https://doi.org/10.1108/ITP-09-2020-0649
  95. Scherer, R., Howard, S. K., Tondeur, J., & Siddiq, F. (2021). Profiling teachers’ readiness for online teaching and learning in higher education: Who’s ready? Computers in Human Behavior, 118. https://doi.org/10.1016/j.chb.2020.106675
  96. Seberini, A., Nour, M. M., & Tokovska, M. (2022). From digital divide to technostress during the COVID-19 pandemic: A scoping review. Organizacija, 55(3), 189–204. https://doi.org/10.2478/orga-2022-0007
  97. Setyadi, H. J., & Taruk, M. (2019). Analisis dampak penggunaan teknologi (technostress) kepada dosen dan staf karyawan yang berpengaruh terhadap kinerja di dalam organisasi (studi kasus: Perguruan tinggi di Kalimantan Timur). Informatika Mulawarman: Jurnal Ilmiah Ilmu Komputer, 14(1), 1. https://doi.org/10.30872/jim.v14i1.1792
  98. Shahid, M. M., & Khalid, W. (2024). The impact of technostress on rumination in the banking sector of Pakistan. International Journal of Social Science and Entrepreneurship, 4(3), 108–125.
  99. Shaukat, S., Bendixen, L. D., & Ayub, N. (2022). The impact of technostress on teacher educators’ work–family conflict and life satisfaction while working remotely during COVID-19 in Pakistan. Education Sciences, 12(9). https://doi.org/10.3390/educsci12090616
  100. Shih, S. P., Jiang, J. J., Klein, G., & Wang, E. (2013). Job burnout of the information technology worker: Work exhaustion, depersonalization, and personal accomplishment. Information & Management, 50(7), 582–589.
  101. Shropshire, J., & Kadlec, C. (2012). I’m leaving the IT field: The impact of stress, job insecurity, and burnout on IT professionals. International Journal of Information and Communication Technology Research, 2(1).
  102. Siddiqui, S., Arif, I., & Hinduja, P. (2023). Technostress: A catalyst to leave the teaching profession - A survey designed to measure technostress among teachers in Pakistan during COVID-19 pandemic. E-Learning and Digital Media, 20(1), 53–79. https://doi.org/10.1177/20427530221107506
  103. Situmorang, M. T. (2020). Pengaruh penggunaan teknologi dalam pembelajaran terhadap kesejahteraan psikologis guru di Indonesia. Jurnal Pendidikan dan Teknologi, 12(3), 150–162.
  104. Sokal, L., Trudel, L. E., & Babb, J. (2020). Canadian teachers’ attitudes toward change, efficacy, and burnout during the COVID-19 pandemic. International Journal of Educational Research Open, 1. https://doi.org/10.1016/j.ijedro.2020.100016
  105. Solís, P., Lago-Urbano, R., & Real Castelao, S. (2023). Factors that impact the relationship between perceived organizational support and technostress in teachers. Behavioral Sciences, 13(5). https://doi.org/10.3390/bs13050364
  106. Suh, A., & Lee, J. (2017). Understanding teleworkers’ technostress and its influence on job satisfaction. Internet Research, 27(1), 140–159. https://doi.org/10.1108/IntR-06-2015-0181
  107. Tarafdar, M., Pullins, E. B., & Ragu-Nathan, T. S. (2015). Technostress: Negative effect on performance and possible mitigations. Information Systems Journal, 25(2), 103–132. https://doi.org/10.1111/isj.12042
  108. Tarafdar, M., Tu, Q., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The impact of technostress on role stress and productivity. Journal of Management Information Systems, 24(1), 301–328.
  109. Tarafdar, M., Tu, Q., Ragu-Nathan, T. S., & Ragu-Nathan, B. S. (2011). Crossing to the dark side. Communications of the ACM, 54(9), 113–120. https://doi.org/10.1145/ 1995376.1995403.
  110. Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8, 1–10. https://doi.org/10.1186/1471-2288-8-45
  111. Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189–1209. https://doi.org/10.1111/bjet.12748
  112. Trust, T., & Whalen, J. (2021). Emergency remote teaching with technology during the COVID-19 pandemic: Using the whole teacher lens to examine educator’s experiences and insights. Educational Media International, 58(2), 145–160. https:// doi. org/ 10. 1080/ 09523 987. 2021. 19304 79
  113. Truzoli, R., Pirola, V., & Conte, S. (2021). The impact of risk and protective factors on online teaching experience in high school Italian teachers during the COVID-19 pandemic. Journal of Computer Assisted Learning, 37, 940–952. https://doi.org/10.1111/jcal.12533
  114. Vijayalakshmi, K., & Arulkumar, S. (2024). Consequences of technostress on job satisfaction among bank employees in Tamil Nadu. Journal of Computational Analysis and Applications, 33(8), 390–395.
  115. Wahyuni, S., & Kurniawati, T. (2021). Analisis tingkat technostress pada guru sekolah menengah di Kabupaten Sidoarjo. Jurnal Psikologi Pendidikan, 15(1), 45–58.
  116. Wang, C. (2024). Challenges and Coping Strategies Faced by University Classroom Teaching. Journal of Educational Research and Policies, 6(7), 80–84. https://doi.org/10.53469/jerp.2024.06(07).17
  117. Wang, Q., & Yao, N. (2023). The impact of technostress creators on novice teachers’ job satisfaction. Journal of Education for Teaching, 49(1), 104–119. https://doi.org/10.1080/02607476.2021.2013712
  118. Wang, Q., Zhao, G., & Yao, N. (2024). Understanding the impact of technostress on university teachers’ online teaching during the COVID-19 pandemic with the transactional theory of stress (TTS). The Asia-Pacific Education Researcher, 33(1), 187–198. https://doi.org/10.1007/s40299-023-00718-0
  119. Wang, X., Tan, S. C., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit. Computers in Human Behavior, 105. https://doi.org/10.1016/j.chb.2019.106208
  120. Weil, M. M., & Rosen, L. D. (1997). Technostress: Coping with technology @work @home @play. Hoboken, NJ: John Wiley & Sons Inc.
  121. Wekerle, C., Daumiller, M., & Kollar, I. (2022). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1–17. https://doi.org/10.1080/15391523.2020.1799455
  122. Willermark, S., Högberg, K., & Nilsson, P. (2023). Exploring technostress in disruptive teaching practices. International Journal of Workplace Health Management, 16(4), 328–343. https://doi.org/10.1108/IJWHM-10-2022-0161
  123. Wulantina, E., Ikashaum, F., Mustika, J., Rahmawati, N. I., & Kurniawan, A. (2021). Kecemasan mengajar matematika pada pembelajaran online dan dampaknya pada metode pengajaran guru. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 10(3), 1444. https://doi.org/10.24127/ajpm.v10i3.3745
  124. Zeng, Y., Wang, Y., & Li, S. (2022). The relationship between teachers’ information technology integration self-efficacy and TPACK: A meta-analysis. Frontiers in Psychology, 13, 1091017. https://doi.org/10.3389/fpsyg.2022.1091017
  125. Zhang, W. (2022). The role of technology-based education and teacher professional development in English as a foreign language classes. Frontiers in Psychology, 13, 910315. https://doi.org/10.3389/fpsyg.2022.910315
  126. Zheng, X., Liu, Q., Yang, S., Lu, G., & Wu, L. (2024). Investigating teacher technostress in technology-supported teacher learning with person–environment fit theory. The Asia-Pacific Education Researcher. https://doi.org/10.1007/s40299-024-00935-1