Adapting to a New Normal: Peruvian University Faculty’s Experiences with Techno-Stress Post-COVID-19

Introduction

The digital era brings changes in how teachers teach, and students learn. While technology is a useful tool, it also has negative impacts on the mental health of teachers.

University professors now create and manage more digital content, leading to increased stress and anxiety (Alvites, 2019; Rivadeneira Guerrero et al., 2020). Additionally, in the university setting, professors must continuously update their knowledge on technology-related topics, which generates pressure (Alvites, 2019). Students expect quick responses and constant availability from their professors to address even minor doubts (Suyo-Vega et al., 2022). It is necessary for teachers to establish boundaries on working hours and workload to protect their mental health and well-being. Factors like social isolation, digital fatigue, heavier workloads, and adaptation to new technologies negatively impact the mental health of professors (Abarca et al., 2022; De Lima Santana et al., 2022; Morales-Rodríguez, 2021). Therefore, practical strategies must be implemented to improve their well-being (CEPAL, 2020).

Studies on the incorporation of ICTs in class sessions show that older professors, aged over 45, tend to prefer traditional methods, finding them more satisfying and committing to the teaching process (Genimon Vadakkemulanjanal et al., 2021). In India, research on techno-stress confirms a negative relationship with technology among different age groups and levels of commitment based on experience and age (Genimon Vadakkemulanjanal et al., 2021). Specifically, techno-stress is generated by the use of technology in academic activities carried out by teachers (Zheng et al., 2022). Similarly, the teaching staff indicates that when experiencing various levels of techno-stress, they employ different strategies to mitigate it (Khlaif et al., 2023c).

Considering the impact of the pandemic on the job stress of university professors, researchers emphasize the importance of addressing this issue in higher education to ensure the well-being of teachers. They suggest measures to prevent and reduce the negative impact of stress (Manzur-Vera et al., 2022).

Literature review: Techno-stress

Techno-stress or tech stress is caused by work overload and the process of adapting to technologies (Tondeur et al., 2008), affecting the interpersonal relationships of professors with students, colleagues, friends, and family (Maslach et al., 2001; Romero-Martín & Fraile-Aranda, 2017; Torres-Hernández, 2023).

Maslach’s Burnout theory provides a foundational framework for understanding the psychological effects of stressors, particularly in professional settings. This theory identifies three dimensions of burnout: emotional exhaustion, depersonalization, and reduced personal accomplishment (Maslach et al., 2001). Applied to the context of techno-stress, these dimensions illustrate how technology-induced overload and the constant demand for adaptation can erode interpersonal relationships, affecting interactions with students, colleagues, friends, and family (Romero-Martín & Fraile-Aranda, 2017; Torres-Hernández, 2023).

Tondeur et al. (2008) contribute a valuable perspective on how technology impacts professional settings, with a focus on the challenges of technology adoption and adaptation in the workplace. Tondeur’s work highlights how work overload and adaptation demands, core aspects of techno-stress, can significantly impact job performance and satisfaction. This study draws on Tondeur’s insights into the interplay between work and technology to understand the unique challenges university faculty face, particularly in balancing the pressures of technology integration with their teaching responsibilities.

The literature review on techno-stress reveals four subcategories that are the focus of this research, based on Maslach’s Burnout theory and Tondeur’s work on the relationship between work and technology.

The first subcategory, Work Overload, describes the excessive workload and the constant need to be available, answering emails, WhatsApp messages, and engaging in social media interactions. Professors respond to this overload in two ways: some seek help to complete their tasks, while others reject assistance and prefer to handle all activities, despite spending excessive hours in front of a computer. Studies suggest paying attention to techno-stress and its effects on teachers’ quality of life and work-life balance (Decataldo & Fiore, 2022). Prolonged use of electronic devices and exposure to blue light can affect the physical health of professors, leading to eye fatigue, headaches, and sleep disturbances (Estrada Araoz et al., 2021; Fernández Villacres et al., 2021; Kaya, 2020). It is essential to take care of professors’ physical and cognitive health, as it can impact their attention, concentration, and memory (Corrente et al., 2022; Jimenez, 2021). Therefore, professors must be mindful of using technology effectively and in a balanced manner.

While some studies demonstrate the positive impact of Information and Communication Technologies (ICT) on the work experience, they also suggest that appropriate implementation of ICT can reduce demands. Thus, considering individual characteristics and organizational procedures in implementing ICT can improve how teachers interpret their experiences related to ICT and ultimately enhance their performance and well-being at work (Pansini et al., 2023; Sánchez-Macías et al., 2021).

The second subcategory, Social and Emotional Interaction, deals with how teachers manage and channel emotions in front of students. Focusing on emotions in a digital environment is challenging, as they are complex human characteristics that are difficult to define, recognize, and classify (Francisti et al., 2023). Research emphasizes the importance of social and emotional interaction to avoid negative emotional and behavioral consequences (Simona et al., 2021). Therefore, teachers seek diverse pedagogical methods and practices to strengthen students’ competencies (Zotova et al., 2021). Identifying emotions, sharing feelings, and developing empathy towards others are vital components of the learning process, or at least they aid in it (Ch’ng, 2019; Drewelow, 2020; Wetcho & Na-Songkhla, 2022).

The third subcategory, Adaptation to New Technologies, describes the experiences of both teachers and students, as the post-pandemic generation faces technological changes from multiple perspectives. Advantages and opportunities arise from the use of technological tools in the teaching process (Bendito Cañizares & Sánchez Botas, 2021; Pribeanu & Gabriel Gorghiu, 2022; Shulga et al., 2021). However, research conducted in Turkey reveals that both teachers and students prefer in-person teaching, as they detected issues with distance learning (Rakhimgalieva et al., 2021).

Finally, the fourth subcategory, Expectations and Teaching Quality, deals with different teaching approaches, some focused-on theory, others on practice, and some aiming to combine both. However, technology plays a role in all cases. Despite two years passing since the pandemic, there is a lack of attention and concrete actions to address teacher techno-stress, affecting the social, occupational, and psychological aspects (Abarca et al., 2022). The intention is to adapt to technology without harming the mental health of teachers or students, in order to provide quality education, recognizing the potential of ICTs (Sánchez-Macías et al., 2021). The relevance of using tools like Moodle and Facebook is evident as they improve student learning and teaching quality (Delgado-García et al., 2017).

With regard to gender, there are various research studies related to university students as well as female professors, which show high levels of stress in relation to the male gender (Garcés-Delgado et al., 2023; Mena Freire et al., 2022). These findings highlight the need for in-depth research on techno-stress in the academic context in order to expand our understanding of the experiences and challenges faced by professionals in teaching.

Moreover, the presence of technology in the workplace can lead to anxiety, frustration, and emotional distress, especially when faced with various platforms or technological tools in daily tasks. Additionally, techno-stress can manifest in different ways, such as feeling overwhelmed by excessive information, constant interruptions from emails, lack of control over technology, and difficulty in maintaining balance and setting boundaries between work and personal life (Wang et al., 2008, 2016).

Finally, it is necessary to regulate emotions to mitigate techno-stress, thus enhancing a more positive perception of technological tools. Training and professional development sessions for teaching staff should include emotional regulation strategies to manage stress (Castellanos-Alvarenga et al., 2024). Furthermore, open communication between professionals and policy makers should be fostered to improve the academic work environment (Khlaif, Khalili, Affouneh, et al., 2023a; Khlaif, Sanmugam, & Ayyoub, 2023b).

The following research question was proposed: How does techno-stress manifest among university professors, particularly in terms of work overload, challenges in social and emotional interactions, adaptation to new technologies, and changing expectations?

The objectives set were to analyze the experiences and perceptions related to (a) Work overload, (b) Social and emotional interaction, (c) Adaptation to new technologies, and (d) Expectations and quality of teaching.

As there is a need to delve deeper into the topic of technology and its impact on mental health, it is essential to investigate the experiences and perceptions of university professors regarding techno-stress. This research is relevant as technology becomes more prevalent in education and may be affecting the mental health of teachers, which, in turn, can influence students’ academic success. This investigation aims to offer new knowledge and strengthen existing theories to find solutions to the identified problems.

Methods

The research adopted a qualitative approach and employed the grounded theory method, which enables the researcher to conduct organized and rigorous research (De la Espriella & Gómez Restrepo, 2020; Vives Varela & Hamui Sutton, 2021). This investigation was conducted within the constructivist paradigm, allowing key participants or interviewees to construct their experiences related to a phenomenon (Guba & Lincoln, 1994). In this regard, the research focuses on interpreting how teaching professionals make sense of their experiences with technology.

Eight (8) female interviewees and two (2) male interviewees were selected. The choice to interview ten key participants was based on the fact that, for an in-depth interview, a minimum of ten participants is recommended (Hernández-Sampieri & Mendoza Torres, 2018). This decision is grounded in the gender inequality within higher education and research in Peru (Nieto Montesinos et al., 2019). Despite the increased participation of women as full-time professors, their representation in high-level academic roles remains low (UNESCO - IESALC, 2021). The proportion of female researchers is also significantly lower compared to the total number of female professors (Chávez Irigoyen & Penelas Ronso Merino, 2021). The gender distribution in the interviews aims to gain a better understanding of this issue and give voice to the experiences of both women and men in higher education and research.

The key participants in the research were university teachers with prior and post-pandemic teaching experience. The selection was made among professors from both national and private universities who had more than five years of experience. This restriction was due to the fact that these professionals had engaged in both in-person and virtual teaching activities before and after the pandemic. The chosen university professors taught courses related to research, including seminars, methodology, thesis design, and development. In all cases, these professionals were responsible for reviewing students’ projects and theses, which required dedicating numerous hours to reading and revising each academic product.

For data collection, verbal informed consent was obtained from the professors, and dates and times for interviews were scheduled. Since each interviewed teacher is in different regions of Peru, consent was given during the interview sessions, which were recorded.

The interview type was semi-structured, as the questions were provided in advance but were adjusted based on the interviewees’ responses in order to enable an in-depth analysis (Díaz-Bravo et al., 2013). The interview period spanned four months, from April 2023 to August 1, 2023. Each interview lasted an average of 31 minutes, during which four important aspects were discussed: (a) Work overload, including technical difficulties and quality expectations. (b) Social and emotional interaction, encompassing physical and mental health issues. (c) Adaptation to new technologies, addressing the challenges of adjusting to emerging technologies. (d) Expectations and teaching quality. These four subcategories were derived from the literature review and are described in Table 1, detailing each statement’s characteristics. Following the interviews, a meeting was held with five researchers from the team to discuss and analyse the interviewees’ responses and establish new subcategories. No specialized software was used for data processing. Finally, the results and conclusions were written, as shown in Figure 1.

Figure 1. Methodological processes in the research.

Table 1 presents the statements for the interviewees, derived from the subcategories resulting from the analysis of the literature review.

The second instrument used was the group interview, which derived from the technique of Group Discussion. In the virtual context, a meeting was conducted with five education professionals who discussed the stated positions. The questions were guided as shown in Table 1, as obtaining depth was best achieved by listening to each professional’s viewpoint based on their experience.

For the application of the instrument, it was analyzed and validated through education professionals. Additionally, it met the criteria of quality (a) Credibility, (b) Transferability, (c) Reliability and Confirmability, and (d) Reflexivity (Korstjens & Moser, 2018).

In the research process, a meticulous data processing stage was conducted, enabling the management of data in a rigorous and reliable manner. Table 2 describes the strategies and activities carried out in accordance with the established quality criteria. The activities undertaken align with strategies such as interaction with the study subjects, data triangulation, member checking, detailed description, audit trail recording, and journaling.

Table 3 describes the number of subjects, gender, the teacher’s specialization, the course taught, years of service, and the coding assigned to key participants. The column labeled ‘gender’ was included to identify the potential influence of this factor in the results section, as well as to adhere to scientific rigor in transparency and the SAGER guidelines recommendation to disaggregate by sex (Heidari et al., 2016). Furthermore, the selection of teachers who teach research at the postgraduate level was based on criteria of experience and relevance in university teaching. Similarly, qualified higher education faculty members who were willing to contribute to the study were contacted.

For the data analysis stage, a specific methodological approach was followed, allowing for the identification of emerging themes based on responses provided by key participants. The coding of the interviewees and their responses strengthened the identification of subcategories. Tables 4, 5, 6, and 7 provide detailed coding of the interviewees, their responses, and the emerging concepts, which were used to draw conclusions and develop a profound understanding of the techno-stress-related topic. Furthermore, we applied the SAGER guidelines to discern the analysis between individuals of male and female gender (Heidari et al., 2016).

Figure 2. Emerging contents of the work overload subcategory.

Figure 3. Emerging contents of the subcategory “Social and Emotional Interaction”.

Additionally, it is important to mention that the emerging concepts are also presented in Figures 2, 3, 4, and 5.

Results

The results were grouped according to the established subcategories.

Some interviewees consider work overload as moderate and high, which, in some cases, led to physical and emotional exhaustion. However, they are committed to providing quality education and rely on technological tools to optimize the teaching processes. University educators are facing various levels of work overload that can affect their physical and mental well-being. Although some can easily handle the changes.

Some interviewees emphasize the importance of emotional connection between teachers and students in order to avoid affecting the teaching process. There is also a need to channel emotions appropriately to carry out the teaching function. This can be achieved through recreational activities, physical activities, or spending time alone. However, one teacher prefers to distance themselves from others.

Some interviewees adapt to technology positively, meaning they find value and benefit in using it. Two interviewees expressed some difficulty in using technological tools, preferring traditional methods. Therefore, their adaptation is slow.

Others mentioned that they only use certain technological tools when they need them in their classes, which can be considered as pragmatic adaptation. Others utilize technology for specific functions related to their teaching subject, adapting to technology selectively. Finally, there are those who use certain tools because the institution requires them to do so, but it’s not a personal choice; therefore, their adaptation is out of necessity.

Figure 4. Emerging contents of the subcategory “Adaptation to New Technologies.”

The interviewed teachers are constantly updating themselves. However, their main focus is on monitoring the students, who face difficulties in acquiring knowledge. Furthermore, some interviewed professionals efficiently solve academic problems, adapting to the circumstances, and in certain cases, making use of technology.

Figure 5. Emerging contents of the subcategory “expectations and quality of teaching.”

Discussion

Upon analysing the responses of the interviewees regarding their experiences and perceptions of techno-stress, new subcategories emerge for analysis.