Resilience in the Digital Age: Technostress and Its Impact on University Lecturers in China

Abstract

This study investigates the significant effects of technostress on burnout and turnover intentions among university lecturers in China, emphasizing the urgent need to address this growing concern in higher education. By applying the Job Demands-Resources Model and the Transactional Theory of Stress, the research explores how the relentless pace of technological advancement exacerbates stress levels, leading to burnout and increased turnover intentions. The study also examines the moderating role of knowledge collecting behavior, which potentially mitigates the adverse effects of technostress. Data collected from various universities across China highlights that while technostress significantly contributes to lecturer burnout, adequate institutional support and effective management of technological demands can enhance lecturers' ability to cope. The findings suggest that comprehensive strategies, including targeted training and resource allocation, are essential for fostering a supportive environment that can help educators manage technostress effectively. This research identifies limitations related to its geographic focus and cross-sectional design, recommending future studies to incorporate longitudinal and qualitative methodologies to expand understanding and develop more robust interventions.