Nor Nazeranah Haji Omar Din is a Senior Lecturer and Program Coordinator at Nilai University, Malaysia, where she leads the Bachelor of Business Administration (Hons) in Management and the Bachelor of Business Administration (Hons) in Human Resource Management programs. With nearly 18 years of academic experience, she is recognized as a seasoned educator, an HRD Corp Accredited Trainer, and a sought-after keynote speaker and global presenter. Ms. Nor contributes to academic advancement by serving on editorial boards and as a manuscript reviewer for various academic journals. Her expertise in Human Resource Management is widely acknowledged, and she has made significant contributions to higher education through her teaching, research, and international collaborations.
In the rapidly evolving landscape of education, the shift to virtual learning environments has brought both opportunities and challenges. While technology has enabled unprecedented access to information and innovative teaching methods, it has also introduced significant pressures and stressors for educators. This phenomenon, often referred to as techno pressure and technostress, has become a critical issue that needs addressing to ensure the well-being and effectiveness of teachers.
The Reality of Techno pressure and Technostress
Techno pressure refers to the constant demand on educators to stay updated with the latest technological tools and platforms. This pressure can be overwhelming, especially for those who may not be as tech-savvy. The need to integrate new technologies into lesson plans, manage virtual classrooms, and troubleshoot technical issues can lead to significant stress. A study found that 70% of teachers reported experiencing technostress due to the increased use of technology in their teaching practices (Khlaif et al., 2022).
Technostress, on the other hand, encompasses the psychological strain experienced due to the overuse or misuse of technology. It includes feelings of anxiety, fatigue, and burnout resulting from the constant connectivity and the expectation to always be available online. For educators, this stress is compounded by the responsibility of ensuring that students are engaged and learning effectively. Research indicates that 50% of educators experiencing high levels of technostress also reported lower job satisfaction (Khlaif et al., 2022).
The annual scientific production on technostress in education skyrocketed from 2019 to 2022, coinciding with widespread online learning caused by the COVID-19 pandemic (Li et al., 2024).
The Emotional Toll on Educators
Behind the scenes of inspiring lessons and nurturing students, educators face overwhelming workloads, limited resources, and impossible expectations. The emotional toll is real: stress, anxiety, and burnout are common among teachers who are striving to meet the demands of virtual teaching while maintaining their own well-being. A survey revealed that 45% of educators reported increased anxiety and stress levels due to the demands of virtual teaching (MDPI, 2021).
Robert John Meehan’s quote, “One teacher with a desire to teach the least desired children is equal to a force of 100 corporate education reformers who have only a passing interest in them,” highlights the dedication and passion of educators. However, this passion can be eroded by the relentless pressures of the virtual learning environment.
Empowering Educators
To navigate techno pressure and technostress, it is crucial to provide educators with the support they need. Here are some strategies to empower teachers in virtual learning environments:
- Professional Development: Continuous training and professional development opportunities can help educators stay updated with the latest technological advancements and teaching strategies. This can reduce the anxiety associated with using new tools and enhance their confidence. 65% of teachers expressed the need for more professional development opportunities to effectively integrate technology into their teaching (Khlaif et al., 2022).
- Technical Support: Providing readily accessible technical support can alleviate the burden of troubleshooting and allow educators to focus on teaching. Schools and institutions should invest in robust IT support systems.
- Mental Health Resources: Offering mental health resources and support can help educators manage stress and prevent burnout. This includes access to counselling services, stress management workshops, and peer support groups.
- Flexible Work Environment: Allowing flexibility in work schedules and expectations can help educators balance their professional and personal lives. This can include options for asynchronous teaching and realistic workload expectations.
- Community Building: Fostering a sense of community among educators can provide emotional support and reduce feelings of isolation. Regular virtual meetings, collaborative projects, and social events can strengthen bonds and create a supportive network.
Global Examples of Empowering Educators
- Namibia: In rural Namibia, teachers at a newly established primary school are using a single computer and a projector to enhance lessons. This approach allows them to create digital content, such as PowerPoints and videos, to make lessons more engaging and effective (UNESCO, 2025).
- Kenya: SMS-based learning programs are helping students in areas with limited internet access. These programs enable teachers to deliver lessons and assignments via text messages, ensuring that students continue to learn despite connectivity challenges (UNESCO, 2025).
- Malawi: Efforts are underway to consolidate teaching and learning resources developed by donor-funded programs into a single government-hosted platform. This initiative aims to improve access to educational materials for both students and teachers, fostering a more inclusive learning environment (UNESCO, 2025).
- Canada: In Canada, professional development programs focused on digital learning and technical proficiency are helping educators adapt to the evolving landscape of eLearning. These programs include hands-on sessions on using Learning Management Systems (LMSs), video conferencing tools, and online assessment platforms (Tulsiani, 2024).
- Australia: Australian schools are implementing mental health resources and support systems to help educators manage stress and prevent burnout. This includes access to counselling services, stress management workshops, and peer support groups (Reeves, 2025).
- Malaysia: In Malaysia, English language instructors are experiencing technostress due to the continuous implementation of Information and Communication Technology (ICT) in their teaching practices. Despite moderate to high levels of techno-invasion and techno-uncertainty, these instructors maintain excellent job performance. This highlights the need for improved technical support systems, structured policies for technological implementation, and focused professional development initiatives (Khalili & Hashim, 2025).
Conclusion
The goal is not to become emotionless but to feel all emotions and choose which ones to act on. By acknowledging the challenges teachers face and providing the necessary support, we can empower educators to thrive in virtual learning environments. Studies show that teachers who act as facilitators and coaches in interactive learning environments can significantly enhance student engagement and learning outcomes (National Forum on Education Statistics, 2021). It is time to recognize the invaluable role of teachers and ensure they have the resources and support they deserve to continue inspiring and educating future generations.
References
Khlaif, Z. N., Sanmugam, M., Joma, A. I., Odeh, A., & Barham, K. (2022). Factors influencing teacher’s technostress experienced in using emerging technology: A qualitative study. Technology, Knowledge and Learning.
Li, L., Li, L., Zhong, B., & Yang, Y. (2024). A scient metric analysis of technostress in education from 1991 to 2022. Education and Information Technologies.
MDPI. (2021). Impact of educational technology on teacher stress and anxiety: A qualitative study.
National Forum on Education Statistics. (2021). Forum guide to virtual education data resource for educators presentation.
Reeves, J. (2025). Alleviate 5 kinds of techno-stress. NAESP.
Tulsiani, R. (2024). Empowering educators for the digital age. eLearning Industry.
UNESCO. (2025). UNESCO spotlights how digital learning can promote equity in low-resource contexts.
Khalili, N. N. M., & Hashim, H. (2025). Technostress among Malaysian English instructors: Impact on job performance. International Journal of Academic Research in Business and Social Sciences.