Contextual Study of Technostress in Higher Education: Psychometric Evidence for the TS4US Scale from Lima, Peru

Guillermo Araya-Ugarte, Miguel Armesto-Céspedes, Nicolás Contreras-Barraza (), Alejandro Vega-Muñoz (), Guido Salazar-Sepúlveda and Nelson Lay
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Guillermo Araya-Ugarte: Facultad de Negocios, Universidad Peruana de Ciencias Aplicadas, Lima 15023, Peru
Miguel Armesto-Céspedes: Facultad de Negocios, Universidad Peruana de Ciencias Aplicadas, Lima 15023, Peru
Nicolás Contreras-Barraza: Facultad de Ciencias Económicas y Administrativas, Pontificia Universidad Católica de Valparaíso, Valparaíso 2372129, Chile
Alejandro Vega-Muñoz: Centro de Investigación en Educación de Calidad para la Equidad, Universidad Central de Chile, Santiago 8330601, Chile
Guido Salazar-Sepúlveda: Departamento de Ingeniería Industrial, Facultad de Ingeniería, Universidad Católica de la Santísima Concepción, Concepción 4090541, Chile
Nelson Lay: Facultad de Educación y Ciencias Sociales, Universidad Andrés Bello, Viña del Mar 2520461, Chile

Sustainability, 2025, vol. 17, issue 15, 1-19

Abstract: Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem.

Keywords: mental health; cyberpsychology; information overload; personal needs; organizational resources; technological resources; socio-technical environment; higher education; students; confirmatory factor analysis (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
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