Digital Competencies and Techno-Stress in Teachers at a Public University in Ancash, Peru
DOI:
https://doi.org/10.33423/jhetp.v24i4.6944Keywords:
higher education, digital competencies, techno-stress, online learningAbstract
In the digital era, integrating digital competencies in teaching has become crucial. However, this change is challenging, and techno-stress is a relevant concern. This research aimed to determine the relationship between digital competencies and the technostress of remote teachers at a public university in Ancash, Peru. The study was basic, descriptive correlational, non-experimental, and cross-sectional. The population included 168 remote-mode teachers at the undergraduate level and the sample consisted of 90 teachers, with non-probabilistic convenience sampling. The results showed that digital competencies are at a regular level (48.90%) while technostress is at a moderate level (45.60%). Finally, it is concluded that digital competencies are significantly related to technostress. In addition, the value of Spearman’s Rho coefficient (-0.702) confirms that the degree of correlation is negative and high.
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