An Investigation into Faculty Resilience, Technostress and Adaptive Coping Strategies in the Context of Post-Digital Transformation

Abstract

The rapid digital transformation of higher education has significantly increased the use of technology among faculty, leading to the emergence of technostress and the need for effective coping mechanisms. The present study aimed to examine the prevalence of technostress, resilience, and adaptive coping strategies among higher education faculty, as well as to explore gender differences and the relationships among these variables. A quantitative cross-sectional research design was employed, with a sample of 120 faculty members selected using purposive sampling. Data were collected through standardized instruments, including the Connor–Davidson Resilience Scale (CD-RISC 25) and the Brief COPE Inventory. The findings revealed that a majority of faculty experienced moderate to high levels of technostress, with 44.3% reporting high levels. Despite this, most participants demonstrated above-average resilience, indicating a strong capacity to adapt to digital demands. Problemfocused coping emerged as the most commonly used adaptive strategy, while emotion-focused and avoidant coping were used to varying degrees. Correlation analysis indicated that resilience was positively associated with problem-focused coping, whereas technostress showed strong positive relationships with emotion-focused and avoidant coping strategies. Gender differences were largely non-significant, except for emotion-focused coping, where male faculty reported higher usage. Overall, the study highlights resilience as a protective factor and technostress as a risk factor influencing coping behaviours among faculty. The findings emphasize the importance of institutional support, training, and the promotion of adaptive coping strategies to enhance faculty well-being and effectiveness in the post-digital era.