‘Educational technology is creating a digital paradox. Its pedagogical innovation notwithstanding, the spread of algorithmic systems, and emerging generative AI tools, may also erode teaching quality, staff retention, and progress towards SDGs 3, 4, 8 and 10. Existing teacher stress frameworks predate the AI era and may not fully capture teachers’ current stressors. This study reviews 20 years of research on teacher technostress (2005–2025), reconstructing its intellectual structure and integrating evidence on sources, consequences, and mitigation strategies. A two-track design was employed: a bibliometric map through Biblioshiny on 194 Scopus records, and a PRISMA-based systematic review of 26 empirical studies. Findings identify five canonical technostress creators, alongside institutional surveillance and social media as established emergent stressor domains; generative AI emerged as a nascent domain, addressed directly by only two of the 26 included studies. Key outcomes are burnout, insomnia and turnover intention. The moderating variables are perceived organizational support, TPACK competence and transformational leadership. Current Information Systems frameworks do not sufficiently consider the socio-educational dimensions of teacher technostress. Achieving the SDG targets implicated in this review requires developing equity-based protective policies, embedding AI ethics within TPACK professional development, and designing contextually sensitive support systems.’
Link: https://www.tandfonline.com/doi/full/10.1080/23311886.2026.2748775
