Navigating techno-stress: A qualitative exploration of university faculty's experiences and perspectives in the Peruvian context amidst the return to classes and the post-COVID-19 era

Abstract

Background: Technology serves as a potent tool that enhances the quality of teaching and learning experiences. However, when educators lack proficiency in utilizing technology, it leads to obstacles in providing effective education, resulting in emotions of frustration, diminished self-assurance, and uncertainty regarding their teaching abilities. This study aims to investigate the experiences of university faculty members in relation to the impact of technology on their mental well-being. Methods: For this qualitative study, ten professionals engaged in university-level teaching, encompassing research domains, were selected for interviews. Inclusion criteria were based on teaching experience, tenure, specific courses or subjects taught, and active involvement during the research phase. The guiding question for the study was framed as follows: "What are the experiences and perceptions of university faculty members concerning techno-stress?" Additionally, the study identified four subcategories: work overload, social and emotional interaction, adaption to new technologies, and expectations and teaching quality. Results: Techno-stress is a composite of emotional and physical reactions triggered by the improper use of technology. Faculty members’ encounters with techno-stress have substantial implications for their quality of life. The subcategories shed light on different aspects of the faculty’s experiences, including the burden of excessive workload, the influence of social and emotional interactions, the process of adapting to evolving technologies, and the connection between expectations and the quality of their teaching. Conclusions: This research underscores the significance of technology in higher education, highlighting its potential to positively impact teaching and learning. Nevertheless, faculty members’ struggles with techno-stress indicate a pressing need for effective training and support. Establishing limits on connectivity with technology and others emerges as a crucial step in maintaining a healthy work-life balance. Ultimately, addressing techno-stress and providing appropriate guidance are essential for safeguarding the well-being of university faculty members and, consequently, enhancing the overall educational experience.