Digital Stress Among University Faculty: A Theoretical Analysis of Academic Work Efficiency and Quality
Abstract
Digital Stress Among University Faculty: A Theoretical Analysis of Academic Work Efficiency and Quality
Abstract
The shift toward hybrid teaching and remote work during the COVID-19 pandemic made digital tools more central to academic work. This article examines digital stress among university faculty arising from excessive and poorly coordinated use of these tools. It outlines the dimensions of digital stress and considers how they may affect two aspects of academic performance: the efficiency with which faculty carry out their duties and the quality of their work. The analysis focuses on how competing demands across digital platforms may fragment attention, complicate the organisation of academic tasks, and make it harder to maintain the quality of academic work.
Keywords — Digital stress, university faculty, academic performance, hybrid teaching, remote work.
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References
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