From digital competence to technostress: Challenges and implications for Moroccan university professors

Abstract

In a context marked by the rapid expansion of information and communication technologies (ICT) within Moroccan universities, academic staff are facing new professional demands. The growing integration of digital tools into teaching and research practices is transforming working methods, raising questions about its impact on well-being in the workplace. Among the negative effects associated with this digital transition, technostress—stress induced by the use of technology—emerges as a significant concern.

This article investigates the influence of digital competencies on technostress among Moroccan higher education faculty members. A qualitative approach was adopted, based on semi-structured interviews conducted with 16 academic staff members from three Moroccan universities. The analysis reveals that the overall level of digital skills among participants is moderate. These competencies are mainly focused on basic office software and information transmission tools, with limited proficiency in more advanced applications such as data analysis, online collaboration platforms, or complex digital systems. This limited skill set contributes to a high level of technostress, manifested through cognitive overload, a sense of technological inadequacy, and the encroachment of digital tools into personal time and space.

The findings highlight the importance of implementing targeted continuing education programs, as well as institutional support mechanisms, to help academic staff navigate the digital transition more effectively and safeguard their professional well-being in an increasingly digital academic environment.

JEL Classification: J24

Productivity Paper type: Empirical research.