Abstract Purpose – This study conducts a systematic literature review to explore technostress creators and their differential impact on faculty and students in educational environments. It aims to identify the key stress-inducing factors and examine how these influence academic performance, teaching effectiveness, and well-being. Design/methodology/approach – Guided by the PRISMA framework, the review analyzes peer-reviewed articles published between 2010 and 2025. Databases such as Scopus, Web of Science, and ERIC were searched using structured Boolean search strategies. Studies were selected based on relevance to technostress among faculty and students in digital or blended learning contexts. Findings – Five core technostress creators emerged: techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty. Both faculty and students experience these stressors differently. For faculty, technostress often affects job satisfaction and instructional delivery; for students, it influences learning engagement and academic performance. There is also a notable inconsistency in how technostress is defined and measured across studies. Practical implications – The findings can support institutional strategies to mitigate technostress by providing targeted digital training, fostering supportive academic environments, and addressing systemic digital workload challenges. Originality/value – This review synthesizes scattered evidence on technostress creators in education and introduces a comparative perspective between faculty and students, offering a foundation for more nuanced future research and policy development.
Stephen Oladagba Bolatimi (Tue,) studied this question.