Published: 2026-07-05

Analysis of Technostress and Its Impact on Lecturer Performance in Technology-Based Learning

DOI: 10.35870/ijmsit.v6i2.7543

Sundari Soekotjo, Dwi Novita Sari, Hardianawati, Indria Sukma Sektiyaningsih, Mintarsih, Pingkan Luciawati Sompi, Rochayati Febriarhamadini, Dina Agnesia Sihombing, Prasastiara Eka Marsella
  • Sundari Soekotjo: Universitas Budi Luhur ROR
  • Dwi Novita Sari: Institut Bisnis dan Multimedia asmi
  • Hardianawati: Institut Bisnis dan Multimedia asmi
  • Indria Sukma Sektiyaningsih: Institut Bisnis dan Multimedia asmi
  • Mintarsih: Institut Bisnis dan Multimedia asmi
  • Pingkan Luciawati Sompi: Institut Bisnis dan Multimedia asmi
  • Rochayati Febriarhamadini: Institut Bisnis dan Multimedia asmi
  • Dina Agnesia Sihombing: Institut Bisnis dan Multimedia asmi
  • Prasastiara Eka Marsella: Institut Bisnis dan Multimedia asmi
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Abstract

This study investigates technostress among lecturers in private universities under LLDIKTI Region III Jakarta and examines its impact on lecturer performance in technology-based learning environments. Employing a qualitative case study approach, data were collected through semi-structured in-depth interviews with 15 lecturers from various academic ranks, supported by observation and document analysis. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing. The findings reveal that lecturers experience multiple dimensions of technostress, including techno-overload, techno-invasion, techno-complexity, and psychological strain. Techno-overload emerges as the most dominant form, characterized by increased workload and continuous digital demands. Techno-invasion reflects the erosion of work–life boundaries due to constant digital connectivity, while techno-complexity highlights adaptation challenges to rapidly evolving technologies. These conditions collectively contribute to psychological outcomes such as stress, fatigue, and emotional exhaustion. Although technology enhances instructional flexibility and learning innovation, it simultaneously generates a paradox of increased cognitive and emotional burden. The study further finds that technostress influences lecturer performance in both enabling and constraining ways, depending on individual digital competence and institutional support. Lecturers adopt various adaptive strategies, including peer collaboration, self-directed learning, and participation in training programs, to mitigate technostress. The study concludes that technostress is not merely an individual issue but an organizational phenomenon embedded within digital transformation in higher education. The findings provide implications for developing sustainable digital policies and strengthening institutional support systems to enhance lecturer well-being and performance.

Keywords

Technostress; Lecturer performance; Digital learning; Higher education; Qualitative study; LMS

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How to Cite

Soekotjo, S., Sari, D. N., Hardianawati, H., Sektiyaningsih, I. S., Mintarsih, M., Sompi, P. L., Febriarhamadini, R., Sihombing, D. A., & Marsella, P. E. (2026). Analysis of Technostress and Its Impact on Lecturer Performance in Technology-Based Learning. International Journal of Management Science and Information Technology, 6(2), 1099-1106. https://doi.org/10.35870/ijmsit.v6i2.7543
Article Information

This article has been peer-reviewed and published in the International Journal of Management Science and Information Technology. The content is available under the terms of the Creative Commons Attribution 4.0 International License.

  • Issue: Vol. 6 No. 2 (2026)

  • Section: Articles

  • Published: 2026-07-05

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Author Biographies
Sundari Soekotjo, Universitas Budi Luhur
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Management Study Program, Faculty of Economics and Business, Universitas Budi Luhur, South Jakarta City, Special Capital Region of Jakarta, Indonesia

Dwi Novita Sari, Institut Bisnis dan Multimedia asmi
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Management Study Program, Faculty of Economics, Institut Bisnis dan Multimedia asmi, East Jakarta City, Special Capital Region of Jakarta, Indonesia

Hardianawati, Institut Bisnis dan Multimedia asmi
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Business Administration Study Program, Faculty of Administrative and Secretarial Sciences, Institut Bisnis dan Multimedia asmi, East Jakarta City, Special Capital Region of Jakarta, Indonesia

Indria Sukma Sektiyaningsih, Institut Bisnis dan Multimedia asmi
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Business Administration Study Program, Faculty of Administrative and Secretarial Sciences, Institut Bisnis dan Multimedia asmi, East Jakarta City, Special Capital Region of Jakarta, Indonesia

Mintarsih, Institut Bisnis dan Multimedia asmi
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Management Study Program, Faculty of Economics, Institut Bisnis dan Multimedia asmi, East Jakarta City, Special Capital Region of Jakarta, Indonesia

Pingkan Luciawati Sompi, Institut Bisnis dan Multimedia asmi
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Office Administration Study Program, Faculty of Administrative and Secretarial Sciences, Institut Bisnis dan Multimedia asmi, East Jakarta City, Special Capital Region of Jakarta, Indonesia

Rochayati Febriarhamadini, Institut Bisnis dan Multimedia asmi
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Business Administration Study Program, Faculty of Administrative and Secretarial Sciences, Institut Bisnis dan Multimedia asmi, East Jakarta City, Special Capital Region of Jakarta, Indonesia

Dina Agnesia Sihombing, Institut Bisnis dan Multimedia asmi
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Business Administration Study Program, Faculty of Administrative and Secretarial Sciences, Institut Bisnis dan Multimedia asmi, East Jakarta City, Special Capital Region of Jakarta, Indonesia

Prasastiara Eka Marsella, Institut Bisnis dan Multimedia asmi
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Management Study Program, Faculty of Economics, Institut Bisnis dan Multimedia asmi, East Jakarta City, Special Capital Region of Jakarta, Indonesia

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