Contextual Study of Technostress in Higher Education: Psychometric Evidence for the TS4US Scale from Lima, Peru

Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environment...

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Bibliographic Details
Published in:Sustainability Vol. 17; no. 15; p. 6974
Main Authors: Araya-Ugarte, Guillermo, Armesto-Céspedes, Miguel, Contreras-Barraza, Nicolás, Vega-Muñoz, Alejandro, Salazar-Sepúlveda, Guido, Lay, Nelson
Format: Journal Article
Language:English
Published: Basel MDPI AG 01.08.2025
Subjects:
Academic achievement
Access to education
Adaptive learning
Anxiety
Communications technology
Computer platforms
Connectivity
COVID-19
Digital divide
Digital literacy
Digital technology
Education policy
Education, Higher
Educational aspects
Fatigue
Information literacy
Information overload
Infrastructure
Internet access
Learning
Learning strategies
Low income groups
Mental health
Pandemics
Productivity
Psychological aspects
Psychometrics
Quantitative psychology
Social aspects
Stress
Stress (Psychology)
Surveys
Teacher education
Teaching
Testing
University students
Peru
Chile
Latin America
ISSN:2071-1050, 2071-1050
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Summary:Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem.
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ISSN:2071-1050
2071-1050
DOI:10.3390/su17156974