The accelerated integration of digital technologies in schools over the past decade has significantly increased levels of technostress among teachers, impacting their psychological well-being and professional engagement. In this context, engagement and technostress emerge as critical constructs for understanding the well-being and quality of teaching in primary and secondary school teachers. However, the available evidence is fragmented across rural and urban contexts, making it difficult to gain a comprehensive understanding of this relationship. A systematic review was conducted following the PRISMA 2020 guidelines, including 13 studies published between 2015 and 2025, with a total of 6630 participants. The PEC model was used to define eligibility criteria and search strategies in five databases (Web of Science (n = 18), Scopus (n = 734), PsycNet (n = 32), SciELO (n = 0), PubMed (n = 135)). Methodological quality was assessed using the EACSH Scale, and the analysis integrated qualitative and quantitative descriptive approaches. A consistent inverse relationship was found between technostress and teaching engagement, moderated by contextual factors, educational level, and technological infrastructure. Technostress was associated with digital fatigue, reduced vigor, and lower professional dedication. Protective factors supporting engagement included digital self-efficacy, institutional support, adaptive emotion regulation, and a sense of meaning in work. Teachers in digitally demanding environments maintained high engagement when they had adequate personal and organizational resources. These findings highlight the urgent need for training and psychosocial support policies that mitigate technostress and strengthen teaching engagement across diverse territorial contexts. Within the broader landscape of digital transformation, including emerging artificial intelligence applications in education, this review underscores the importance of preparing teachers not only for technical proficiency but for sustainable digital practice. This literature review identifies research gaps on rural dynamics and the longitudinal nature of the phenomenon.
Sandoval-obando et al. (Tue,) studied this question.