Work

Unplugging in the digital age: Exploring the influence of digital competence on university educators’ stress management

Year: 2026

Type: article

Abstract: University educators face increasing job demands as higher education undergoes rapid digital transformation. While digital competencies are widely promoted as essential for adapting to these changes, their role in managing work-related stress remains unclear. Drawing on the Stressor–Detachment Model, this study examines whether Digital Competence moderates the relationship between job stressors and Organizational Support and Psychological Detachment among university educators. Using partial least squares structural equation modeling (PLS-SEM) with a sample of 731 university educators in Ecuador, we analyzed the effects of Workload, Work–Family Conflict, Family–Work Conflict, and Organizational Support on Psychological Detachment. The results show that Workload and Work-to-family Conflict hinder Psychological Detachment, while Organizational Support promotes it. Unexpectedly, Family-to-work Conflict was positively associated with detachment, suggesting that family demands may sometimes create a form of forced disengagement from work. Digital Competence showed limited moderating effects overall, although some DigCompEdu dimensions influenced specific relationships. These findings suggest that Digital Competence does not operate uniformly as a protective resource in digitally intensive academic work.

Source: Heliyon

DOI: 10.1016/j.heliyon.2026.e45388

Authors: Milton Paredes-Aguirre, Olivia Hernandez-Pozas, Yarid Ayala, Ronald Campoverde Aguirre

Institutions: Escuela Superior Politecnica del Litoral, Tecnológico de Monterrey

Language: English

Topic: Technostress in Professional Settings

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Decent work and economic growth, Quality education

Open Access status: gold

Estimated APC paid: $2,270