Technostress among lecturers in a digitally transformed university: Diagnosis and strategic solutions for University A

Abstract

This application-oriented study investigates technostress among lecturers in a digitally transformed public university in Vietnam (University A) and proposes strategic institutional solutions to address its impacts. The study employed a fourstage research design comprising problem identification, technostress dimension validation, quantitative assessment, and solution development. Stage 1 used surveys, focus group discussions, observations, and document analysis to identify technostress as a significant organizational issue within the university’s digital transformation context. Stage 2 validated the five core dimensions of technostress including technooverload, techno-complexity, techno-invasion, techno-insecurity, and technouncertainty through literature review, expert-informed validation, and lecturer feedback. Stage 3 involved a quantitative survey of 187 lecturers using adapted validated scales to assess technostress and work performance. Descriptive findings revealed moderate to high levels of technostress, with techno-overload and technouncertainty emerging as the most prominent stressors. Correlation and regression analyses showed significant positive relationships between several technostress dimensions and perceived work performance, with techno-uncertainty being the strongest predictor. These findings suggest that lecturers maintain performance despite technological pressures, potentially at personal cost. Based on the findings, the study proposes an integrated institutional technostress management framework encompassing individual, departmental, and institutional interventions. The study contributes practical guidance for universities seeking sustainable digital transformation while safeguarding staff well-being and performance.