Technostress and Academic Burnout in Digital Learning Environments: The Protective Role of Psychological Resilience – A Systematic Review

Abstract

This systematic review examines the relationships among technostress, psychological resilience, and academic burnout in digital learning environments. Following a systematic search in Scopus, Web of Science, PubMed, ERIC, and Google Scholar, 25 peer-reviewed original research articles published within the last five years were selected. The findings reveal that technostress is positively associated with academic burnout, anxiety, and depression. Psychological resilience serves as a significant protective factor that buffers the negative effects of technostress on burnout. Coping strategies, motivation, and digital competence mediate these relationships. Problematic digital behaviours, including internet addiction, contribute to burnout cycles. Individual characteristics, teaching quality, and pandemic-related stressors influence these relationships. However, no study simultaneously examined all three constructs in an integrated model, and research on secondary students remains limited. The review concludes that successful digital learning requires resilience-building interventions, quality instructional design, and institutional support to protect student well-being.