Investigating the Impact of Technostress on Perceived Hybrid Learning Environment and Academic Performance

Abstract

For the betterment of society, education plays a significant role in helping human beings in both tangible and intangible manner. From time to time, various transformations came to the teaching and learning pedagogy. Moreover, it has been evaluated by respective available resources. During and post-COVID-19, we have seen a considerable inclination towards hybrid learning. So, as a researcher, we also need to evaluate whether it has been progressing well. The emergence of different waves of pandemics across the globe has forced higher education institutes to develop and implement new educational models and policies that help to improve the quality of education and learning. However, we also need to examine the impact of these new modalities. For this, Tecnologico de Monterrey, Mexico, has also implemented its novel hybrid educational model, ' HyFlex+Tec,' to continue and uplift academic activities. This model has proposed access to quality education during and post-pandemic crisis and offers the possibility of providing a more environmentally friendly educational model. This study aims to explore the role of technostress in the association between a hybrid learning environment and students' academic performance and to reflect on how this new mode of blended learning could promote 'green-based' learning in an era of climate emergency. For this, we deployed a Form-based online survey among students through the convenient sampling technique. In total, we received 94 registered responses. For statistical analysis of quantitative datasets, we used a free and open statistical application, i.e., Jamovi. After the regression-based examination, it has been noted that technostress fully mediates the relationship between the perceived hybrid learning environment and the academic performance of undergraduate students. The reason for the occurrence of technostress among students is the continuous change in modalities, where the adaptation of new digital tools (software and devices) in a short time affects academic performance, thereby causing a lack of participation in course activities. This research provides guidelines to the university and government policymakers to update or introduce new flexible degree programs (in-person and hybrid) to promote digital skills and the wellbeing of students.