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The Synergy of Stress: Navigating Foundational and Technological Pressures on Instructor Productivity in the Digital Age

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Analysis reveals how technological pressures redefine productivity in academic settings, suggesting new metrics to evaluate instructor presence.

Instructor presence is redefined as the main indicator of productivity, replacing traditional output metrics.
The article identifies a new typology of stress that includes both conventional academic overload and new digital-age strains.
Institutional support and digital proficiency play crucial roles in moderating the impact of cumulative stresses on productivity.
Pragmatic recommendations for educational institutions include stress management strategies and integrating AI to support teaching.

Sater et al. (2025) studied this question.

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Analysis reveals how technological pressures redefine productivity in academic settings, suggesting new metrics to evaluate instructor presence.