TY - BOOK A1 - Cazan, Ana-Maria A1 - David, Laura Teodora A1 - Galgenmüller, Christian A1 - Gudevold, Eirin A1 - Hakkarainen, Louna A1 - Henter, Ramona A1 - Maican, Catalina A1 - Nastasa, Laura-Elena A1 - Nummela, Niko A1 - Rosnes, Arne Morten A1 - Truta, Camelia A1 - Tungland, Tobias A1 - Unz, Dagmar C. A1 - Olli, Vesterinen T1 - How to achieve digital wellbeing in universities – Tackling teachers' technostress through mentoring N2 - DIGIWELL project was born out of observed need to develop tools and methodsto improve university teachers’ well-being in relation to their work, technology,and digital transformation. The concept of digital well-being in this workbookrefers to positive as well as negative effects of technology to an individual.Digital transformation is a process that implies changes meant to increaseefficiency of work at different levels: individual, organisational, and societal.It generates more competitivity, creates opportunities, but it also introducesdisruptions. Use of digital technology can have an impact on people’shealth, well-being, life-work balance, and career choices. The necessityto adapt to technology is a two bladed sword – it promotes developmentand causes frustration and costs such as financial and personal.In higher education, well-being of teachers and staff may be influenced bythe pressure to constantly adjust to new technologies. Also new teachingrequirements and competences increase demands in teaching. The hybrideducational model combines in-personlearning with online education wherestudents are responsible for their ownlearning has emerged. Specific digitalcompetences should be developedboth by students and professors for abetter adaptation to today’s society.Use of technology and digital tools impactsall aspects of well-being outlined by PERMAmodel (Seligman, 2011): Positive Emotion,Engagement, Relationships, Meaning,and Accomplishment. Well-being reflectshow people subjectively think and feelabout their life, what they have, and whathappens to them. Another side of well-being in digital context is techno-stress(Tarafdar, Pullins & Ragu-Nathan, 2015) which consists of phenomena liketechno-overload, techno-invasion, techno-complexity, techno-insecurityand techno-uncertainty. Higher education institutions could offer supportto teachers and help to decrease technostress with the means of digitalliteracy facilitation (meaning support for being up to date), technical supportprovision, and involvement facilitation (so that no one is left alone).Many causes of technostress can be traced back to structural issues andchanges in society. Mentoring programmes can be used as an effectiveway of organisational change. To improve and maintain digital well-being at work is a collective effort and it cannot be achieved alone.For mentoring to work, formal mentoring programs should be alignedwith a wider organisational strategy and goals of the institution KW - technostress KW - digital wellbeing Y1 - 2024 UR - http://www.editura.ubbcluj.ro/bd/ebooks/pdf/4087.pdf SN - 978-606-37-2174-8 PB - Presa Univeristară Clujeană CY - Brasov ER - TY - JOUR A1 - Cazan, Ana-Maria A1 - David, Laura Teodora A1 - Truța, Camelia A1 - Maican, Cătălin Ioan A1 - Henter, Ramona A1 - Năstasă, Laura Elena A1 - Nummela, Niko A1 - Vesterinen, Olli A1 - Rosnes, Arne Morten A1 - Tungland, Tobias A1 - Gudevold, Eirin A1 - Digernes, Mari A1 - Unz, Dagmar A1 - Witter, Stefanie A1 - Pavalache-Ilie, Mariela T1 - Technostress and time spent online - A cross-cultural comparison for teachers and students JF - Frontiers in Psychology N2 - Introduction Research shows that ICT is beneficial for academics and students, aiding in overcoming distance barriers, streamlining administration, and improving teaching and learning processes. However, the negative impact of technology, particularly technostress, are garnering attention. In the context of the concerns about technostress among higher education institutions (HEI), the aim of the study is to analyze the technostress creators and inhibitors for university teachers and students in different European countries. The topical concept of digital well-being is seen as “a subjective individual experience of optimal balance between the benefits and drawbacks obtained from mobile connectivity, focusing on the personal perception of what amount of time spent using technology is optimal so that well-being is preserved”. Method To explore specific aspects related to use of technology, two – parallel online surveys for academics (N = 446) and students (N = 660) from four European countries (Romania, Germany, Norway, and Finland) were conducted between November 2022 – January 2023. The surveys included the Technostress scale and the Technostress Inhibitors Scale, the Technology self-efficacy Scale, and a questionnaire focusing on socio-demographic aspects, work experience, academic field, dimensions related to the actual use of technology and participants perception on the optimal use of technology for work, learning or personal tasks, in terms of the period of day/week and amount of time spent. We also inquired about the social support given and received when using technology and the formal and informal rules, expectations, policies, punishments, and rewards regarding the use of technology. Results The findings suggest that the perceived optimal use of technology is significantly lower than the actual use for all the contexts. Overuse of technology was associated with technostress. Our results also showed that technology self-efficacy and social support from colleagues and teachers are negatively associated with technostress. Country differences regarding technostress and time spent online were also observed. Discussions Despite the needed caution in interpreting the results because of the unbalanced sample size across countries, the results could be used to develop research and support interventions within European countries to promote digital well-being, a better work-life balance with further positive effects on academic satisfaction and work/learning productivity. KW - technostress KW - digital wellbeing KW - technology self-efficacy KW - optimal use of technology Y1 - 2024 U6 - https://doi.org/10.3389/fpsyg.2024.1377200 SN - 1664-1078 VL - 15 PB - Frontiers Media SA ER -