The Impact of Technostress on Work Meaningfulness Among University Teachers in the Context of Digital Transformation of Education: The Chain Mediating Role of Digital Resilience and Job Burnout

Abstract With the accelerating digital transformation of education, university teachers face unprecedented challenges in instructional design, technology application, and professional role identification, leading to a significant increase in technostress, which may undermine their perception of work meaningfulness. Based on the Conservation of Resources Theory, this study constructed a chain mediating model involving technostress, digital resilience, job burnout, and work meaningfulness to explore the mechanism of psychological resources among university teachers in the context of educational digital transformation. A questionnaire survey was conducted to collect data from 1029 teachers at multiple universities in China, and structural equation modeling was used to test the research hypotheses. The results showed that: (1) Technostress significantly and negatively predicted work meaningfulness; (2) Digital resilience and job burnout played a significant chain mediating role between technostress and work meaningfulness; (3) The improvement of digital resilience could alleviate job burnout, thereby enhancing teachers' perception of work meaningfulness. This study not only enriches the theoretical exploration of the relationship between technostress and positive psychological outcomes in the context of digital education but also provides empirical evidence for universities to implement teacher support interventions and construct resilience training mechanisms during digital transformation.