Technostress and Coping Strategies of Older Academics: Findings of Scoping Review

Accelerated technological development at universities is changing working conditions for academic staff, especially for older ones. Technostress in education has been researched from various perspectives: among school teachers (Siddiqui, Arif, 2022), university students (Alvarez-Risco et al., 2021; Upadhyaya, Vrinda, 2021; Kulikowski et al., 2022), non-academic staff (Aida et al., 2007), university teachers (Estrada-Muñoz et al., 2021; Penado Abilleira et al, 2021; Wang et al., 2020). However, limited research is done about technostress experienced by older academic staff at universities (Rasticova et al., 2022).

The aim is to discuss findings of scoping review about technostress of older academics in higher education, answering research question - How did older academics deal with challenges caused by technology?

Scoping review was registered on Open Science Framework (Pivoriene et al., 2024). It was done using PRISMA for Scoping Reviews (Tricco et al., 2018). Initially, 803 articles from five databases (WOS, Scopus, PubMed, ProQuest, IEEE) were identified, after deleting duplicates and exclusion with reason, 41 articles remained for data extraction.

Coping strategies employed by older academics and recommendations provided by the authors of reviewed articles highlight necessity of a comprehensive approach to managing technostress in higher education. Older faculty members have demonstrated resilience and adaptability by making the most of digital tools, creating supportive job environments, utilizing flexible work schedules, engaging in continuous professional development. These strategies, coupled with institutional support, facilitate a balanced work-life integration and enhance overall job satisfaction. On the other hand, recommendations emphasize the importance of addressing digital anxiety, reinterpreting technostress as opportunity for growth, implementing supportive organizational practices. Providing specialized training, promoting mental health initiatives, fostering positive work environment are crucial for mitigating the adverse effects of technostress. Additionally, enhancing digital literacy and ensuring robust technical support are important in enabling older academics to navigate the challenges posed by technological advancements.