Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10, 677-691 2025 Publisher: Learning Gate DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate © 2025 by the authors; licensee Learning Gate History: Received: 19 August 2025; Revised: 22 September 2025; Accepted: 25 September 2025; Published: 10 October 2025 * Correspondence: apradoe@unsa.edu.pe Technostress and emotional exhaustion in higher education: A qualitative- quantitative correlational study among undergraduate and graduate students Azucena Natividad Prado-Espinoza1*, Jesus Roger Chavez Parillo2, Rosario Abigail Castelo- Collado3, Miguel Angel Zuñiga-Marino4, Gloria Angélica Achata-Gonzales5, Bruceli Benito Ala- Gordillo6 1,2,3,5Universidad Nacional de San Agustín de Arequipa. Arequipa, Perú; apradoe@unsa.edu.pe (A.N.P.E.) jchavezpari@unsa.edu.pe (J.R.C.P.) rcasteloc@unsa.edu.pe (R.A.C.C.) gachata@unsa.edu.pe (G.A.G.). 4Universidad Católica de Santa María. Arequipa, Perú; mzuniga@ucsm.edu.pe (M.A.Z.M.). 6Universidad Tecnológica del Perú. Arequipa, Perú; gala@utp.edu.pe (B.B.A.G.). Abstract: This study is situated within the growing dependence on digital technologies in higher education, which has raised concerns about their impact on students’ emotional well-being. The primary objective was to determine the direct relationship between technostress and emotional exhaustion among undergraduate and graduate students, using a qualitative-quantitative correlational design. Two validated instruments were applied: one measuring technostress (assessing skepticism, fatigue, anxiety, and inefficacy) and another evaluating emotional exhaustion (including overload, overexertion, low mood, insomnia, headaches, fatigue, exhaustion, stress, and study overload). The findings revealed that most participants reported low levels of skepticism (51.7%) and fatigue (47.1%), while a significant proportion presented moderate levels of fatigue (46.6%) and anxiety (42%). Emotional exhaustion emerged intermittently in dimensions such as tension, insomnia, and fatigue. In addition, a noticeable decline in interest in ICT and feelings of frustration associated with their use were identified. Overall, the results confirm a direct relationship between technostress and emotional exhaustion, highlighting the urgency of developing targeted interventions to improve academic well-being. Keywords: Academic performance, Digital overexposure, Emotional exhaustion, Technostress, University students. 1. Introduction The rapid advancement of digital technologies has profoundly reshaped academic environments, generating demands that go beyond traditional methods of teaching and learning. This phenomenon has introduced concepts such as technostress, understood as the stress response produced by the excessive or inappropriate use of digital tools and platforms [1]. Similarly, emotional exhaustion has emerged as a form of affective depletion resulting from prolonged exposure to stressful conditions, and it is now recognized as a core dimension of burnout in educational contexts [2]. The intersection of these two constructs is particularly relevant in student populations, where the intensity of technology use combined with academic pressure creates environments conducive to symptoms of emotional strain. This study is anchored on three theoretical foundations. The Digital Stress Theory proposes that continuous interaction with digital technologies increases cognitive and emotional overload, leading to higher levels of technostress [1]. The burnout model emphasizes emotional exhaustion as a central element, underscoring how prolonged exposure to demanding conditions reduces self-regulation and perceived efficacy [2]. Finally, recent integrative models suggest that technostress can act as a trigger that, through mediating and moderating processes, leads to emotional exhaustion particularly in high- pressure environments such as universities [3]. Together, these perspectives provide the conceptual https://orcid.org/0000-0003-1410-8277 https://orcid.org/0000-0003-4120-001X 678 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate framework to analyze the direct link between technostress and emotional exhaustion in undergraduate and graduate students. Technostress often results in diminished academic performance and negative effects on students' psychological well-being [4]. This phenomenon has been especially pronounced among young learners coping with intensive academic workloads, further aggravated by the sudden shift to online education during the pandemic. This transition introduced additional challenges, including a lack of access to adequate technology and unstable internet connections [5, 6]. At present, university students face increasing academic and emotional demands, heightened by digital integration into their studies. These circumstances give rise to technostress, defined as discomfort caused by the pervasive use of information and communication technologies (ICT) and to emotional exhaustion, characterized by physical and psychological fatigue resulting from academic and emotional overload. Both factors may impair students’ well-being and performance across undergraduate and graduate levels [7]. Recent studies have addressed aspects of technostress and emotional exhaustion in higher education. For instance, Asensio-Martínez et al. [1] identified a significant correlation between exposure to digital environments and emotional exhaustion. Similarly, Paguay-García et al. [2] highlighted specific dimensions of technostress, such as fatigue and anxiety, directly linked to emotional depletion. Fernández et al. [3] also showed that the increasing use of technology in virtual learning contexts contributes to reduced motivation and emotional vitality. Moreover, a study conducted at the Universidad Nacional Jorge Basadre Grohmann reported that 86.4% of students presented medium-to-high levels of technostress, with technofatigue, techno-anxiety, and techno- addiction as the most prevalent dimensions [7]. While some research has suggested that digital tools can enhance academic performance [8], excessive use has also been linked to stress and emotional imbalance. A multicenter study revealed that emotional exhaustion, caused by inefficient coping with academic adversity, is associated with energy loss, physical and psychological fatigue, and lack of motivation [9]. Collectively, these studies underscore the importance of examining both variables together. Despite these advances, critical gaps remain in the literature. First, there has been limited differentiation in analyzing technostress across undergraduate and graduate populations, as most studies focus on homogeneous groups [1]. Second, while technostress and emotional exhaustion have been examined separately, few studies have assessed their direct causal link within a single analytical model [2]. Finally, although the influence of digital contexts on emotional well-being is recognized, further exploration is needed into the underlying mechanisms through which technology exposure triggers emotional exhaustion [3]. Addressing these gaps, the present study aims to determine the direct relationship between technostress and emotional exhaustion in undergraduate and graduate students, thereby contributing empirical evidence that deepens our understanding of the impact of digital overexposure on students’ emotional well-being and academic performance. 2. Methodology 2.1. Research Design This research followed a non-experimental, cross-sectional, correlational design aimed at determining the relationship between technostress and emotional exhaustion in undergraduate and graduate students. This approach combined quantitative and qualitative analyses, allowing a comprehensive understanding of how both variables interact within academic contexts. 2.2. Participants The sample consisted of 174 university students, of whom 132 were undergraduates and 42 were postgraduates. Participants were selected through non-probability sampling, ensuring heterogeneity across educational levels. Inclusion criteria required students to be actively enrolled in the institution, make regular use of digital technologies for learning, and provide informed consent. Exclusion criteria 679 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate involved conditions that could significantly affect emotional or cognitive responses, minimizing the influence of confounding variables. 2.3. Instruments Technostress was measured using the RED-TICV scale, originally developed by Salanova et al. [10] in Spain and adapted to Peru by Albarrán Chávez [11]. This instrument evaluates skepticism, fatigue, anxiety, and inefficacy in relation to the use of information and communication technologies (ICT) [12]. Emotional exhaustion was assessed with the Emotional Exhaustion Scale (ECE) by Ramos, Moan, and Manga, adapted to the Peruvian context by Domínguez [13]. The scale is applicable to individuals aged 18–33 and evaluates indicators such as tension, overexertion, low mood, insomnia, headaches, fatigue, emotional depletion, stress, and academic overload [14]. Additionally, open-ended questions were included to capture students’ perceptions of decreased interest in ICT, frustration caused by daily overload, and feelings of inefficacy when using digital tools. 2.4. Data Collection and Analysis Data were collected online to guarantee ethical standards such as anonymity and confidentiality. Statistical software was used for descriptive and correlational analyses, including percentages, means, and Spearman’s rho correlations, to examine the strength and direction of the relationship between technostress and emotional exhaustion. Qualitative responses were analyzed through thematic content analysis, enabling the identification of recurring patterns and shared perceptions of how technological overload affects academic performance and emotional well-being. 2.5. Bias Control and Limitations To reduce potential biases, anonymity was assured, and a pilot test of the instruments was conducted to refine ambiguous items. Limitations include the non-probabilistic nature of the sampling and the self-selection of participants, which restricts generalizability. Moreover, the cross-sectional design prevents causal inferences, focusing instead on significant associations between the variables. 680 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate 3. Results Table 1. Demographic and Academic Characteristics of Undergraduate and Graduate Students (N = 174). Characteristics Frequency Percentage (%) Age (years) 17–19 47 27.0 20–21 48 27.6 22–23 20 11.5 24–25 15 8.6 26–30 23 13.2 31–40 13 7.5 41–50 5 2.9 51–58 3 1.7 Sex Female 146 83.9 Male 28 16.1 Marital Status Married 15 8.6 Cohabiting 2 1.1 Divorced 1 0.6 Separated 2 1.1 Single 154 88.5 Academic Cycle 2nd 21 12.1 3rd 62 35.6 4th 13 7.5 5th 9 5.2 7th 27 15.5 Postgraduate 42 24.1 Level of Studies Undergraduate 132 75.9 Postgraduate 42 24.1 Field of Study Nursing 119 68.4 Law 55 31.6 The data analysis shows that 54.6% of participants were between 17 and 23 years old, indicating that a large portion of the sample consisted of young individuals in the early years of their university studies. Regarding gender, female students predominated (83.9%), suggesting that gender may play a role in shaping experiences of technostress and emotional exhaustion. Furthermore, 88.5% of students were single, which may have implications for how personal factors, such as marital status, influence emotional well-being and stress levels. In terms of academic cycle, 35.6% of participants were in the second cycle, reflecting a substantial representation of first-year students a stage in which adapting to the university environment can heighten stress levels. Additionally, 75.9% of the sample were undergraduates, suggesting that this group is particularly prone to higher levels of technostress and emotional exhaustion. Finally, 68.4% were nursing students, while 31.6% were studying law. 681 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate Table 2. Use and Frequency of Information and Communication Technologies (ICT) in Students’ Learning (N = 174). Variable Frequency Percentage (%) Use of ICT for studying Yes 174 100.0 Main access to ICT Mobile phone 58 33.3 University computers 8 4.6 At home 95 54.6 At work 13 7.5 Frequency of ICT use Two–three times per week 23 13.2 Once per day 34 19.5 Three–six times per day 56 32.2 Seven–twelve times per day 18 10.3 All the time 40 23.0 Once per week 3 1.7 All participants in the sample (100%) reported using ICT for academic purposes. Regarding the primary means of access, 54.6% of students connected from home, indicating a strong dependence on their personal environment to engage with educational technologies. Meanwhile, 33.3% relied on mobile phones as their main device, while 7.5% accessed ICT from their workplace. Only a small proportion, 4.6%, used university computers, which may suggest limited frequency or convenience when studying in institutional facilities. With respect to frequency of use, most students (32.2%) reported connecting three to six times per day, reflecting frequent and consistent integration of ICT into their academic routines. Additionally, 23% indicated that they were online “all the time,” pointing to a deep incorporation of digital tools into daily life. A further 19.5% used ICT once or twice per day, while 13.2% reported accessing them two to three times per week, suggesting comparatively lower reliance on digital technologies for their studies. Table 3. Distribution of Technostress Levels among Undergraduate and Graduate Students (N = 174). Level of Technostress Frequency Percentage (%) Low 51 29.3 Moderate 81 46.6 High 42 24.1 Total 174 100.0 Most students reported a moderate level of technostress (46.6%), followed by 29.3% with low levels and 24.1% with high levels. These results suggest that although a significant portion of students experience moderate stress linked to digital technologies, a considerable group presents high levels, highlighting the need for targeted support strategies. 682 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate Table 4. Dimensions of Technostress among Undergraduate and Graduate Students (N = 174). Dimension Level Frequency Percentage (%) Skepticism Low 90 51.7 Moderate 80 46.0 High 4 2.3 Fatigue Low 82 47.1 Moderate 81 46.6 High 11 6.3 Anxiety Low 64 36.8 Moderate 73 42.0 High 37 21.3 Inefficacy Low 99 56.9 Moderate 54 31.0 High 21 12.1 The table provides a detailed overview of students’ experiences with different dimensions of technology-related stress. Regarding skepticism, most participants (51.7%) reported low levels, while 46% indicated moderate levels. This suggests that although the majority do not feel excessively distrustful of technology, a substantial proportion maintains a moderately critical perspective. Concerning fatigue, 47.1% of students reported low levels, implying that most do not experience significant exhaustion associated with technology use. Nevertheless, 46.6% presented moderate levels of fatigue, highlighting the presence of a considerable subgroup affected by intensive interaction with digital tools. In relation to anxiety, 42% of students reported moderate levels, and 36.8% indicated low levels, suggesting that not all students perceive technology use as a source of distress. Finally, with respect to inefficacy, more than half of the participants (56.9%) reported low levels, indicating that they do not generally feel ineffective when using technology. However, 31% reported moderate levels of inefficacy, which may reflect a connection between intensive technology use and students’ perception of reduced ability to engage effectively with ICT. 683 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate Table 5. Distribution of Emotional Exhaustion by Dimension in Undergraduate and Graduate Students (N = 174). Dimension Response Frequency Percentage (%) Excessive tension Always 16 9.2 Frequently 47 27.0 Sometimes 64 36.8 Rarely 40 23.0 Never 7 4.0 Overexertion Always 10 5.7 Frequently 32 18.4 Sometimes 55 31.6 Rarely 59 33.9 Never 18 10.3 Low mood Always 7 4.0 Frequently 31 17.8 Sometimes 51 29.3 Rarely 53 30.5 Never 32 18.4 Insomnia Always 7 4.0 Frequently 44 25.3 Sometimes 61 35.1 Rarely 49 28.2 Never 13 7.5 Headaches Always 8 4.6 Frequently 29 16.7 Sometimes 52 29.9 Rarely 60 34.5 Never 25 14.4 Fatigue Always 25 7.2 Frequently 86 24.7 Sometimes 131 37.6 Rarely 89 25.6 Never 17 4.9 Emotional exhaustion Always 6 3.4 Frequently 27 15.5 Sometimes 65 37.4 Rarely 59 33.9 Never 17 9.8 Stress Always 18 10.3 Frequently 51 29.3 Sometimes 43 24.7 Rarely 53 30.5 Never 9 5.2 Academic overload Always 13 7.5 Frequently 36 20.7 Sometimes 71 40.8 Rarely 45 25.9 Never 9 5.2 The table outlines the various manifestations of emotional exhaustion, offering a clear perspective on how these conditions affect students’ well-being. Regarding excessive tension, 36.4% of students reported experiencing it "sometimes," 27.0% reported it "frequently," and 9.2% indicated they experienced it "always." In terms of overexertion, the majority (31.6%) experienced it "sometimes," and 29.3% reported it "frequently," underscoring its relevance as a common issue among students. Regarding diminished mood, 29.9% reported this symptom as occurring "sometimes," whereas 18.4% indicated they "never" experienced it. Insomnia was reported as "frequently" by 25.3% of students and "sometimes" by 28.2%, highlighting its significance as a factor negatively affecting rest 684 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate and emotional recovery. Headaches were reported as "sometimes" by 29.9% and "rarely" by 34.5%, suggesting that while headaches are common, they are not consistently severe. Fatigue emerged as one of the most prevalent symptoms, with 37.6% experiencing it “sometimes” and 25.5% “rarely,” indicating that fatigue is a frequent but not constant condition. Emotional exhaustion itself was reported as “sometimes” by 37.4% of students, reflecting the intensity of emotional demands faced in academic contexts. Stress was reported as “rarely” by 30.5% and “frequently” by 24.7%, illustrating its fluctuating nature among the participants. Finally, study overload affected 40.8% of students as “sometimes,” representing a significant concern, as it directly impacts both emotional well-being and academic performance. Table 6. Tests of Normality. Variable Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Technostress 0.091 174 0.001 0.968 174 0.000 Emotional exhaustion 0.068 174 0.050 0.986 174 0.073 Figure 1. Distribution of technostress and emotional exhaustion levels among participants. 3.1. Interpretation of Normality Tests Normality tests were conducted on the variables of technostress and emotional exhaustion using both the Kolmogorov-Smirnov and Shapiro-Wilk tests. For technostress, the significance level obtained from the Kolmogorov-Smirnov test was 0.001, which is below the conventional threshold of 0.05. This result indicates that the data do not follow a normal distribution. Similarly, the Shapiro-Wilk test yielded a significance value of 0.000, also below 0.05, reinforcing the conclusion that technostress data deviate from normality. In the case of emotional exhaustion, the Kolmogorov-Smirnov test produced a significance value of 0.050, equal to the standard significance level of 0.05, suggesting that the data may follow a normal distribution, although the result is marginally significant. However, the Shapiro-Wilk test yielded a significance value of 0.073, which is greater than 0.05, indicating that emotional exhaustion data may conform to a normal distribution, though the evidence remains inconclusive. 685 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate Table 7. Correlations – Emotional Exhaustion and Technostress. Variable Spearman’s Rho Correlation Coefficient Sig. (2-tailed) N Technostress 0.379** 0.000 174 The Spearman correlation coefficient between technostress and emotional exhaustion was 0.379, indicating a moderate positive relationship between the two variables. In other words, as technostress levels increase, emotional exhaustion also tends to rise. The two-tailed significance value associated with this correlation was 0.000, which is far below the 0.01 threshold, thereby confirming that the correlation is statistically significant. This demonstrates that the observed association is not the result of chance but rather reflects a genuine relationship between technostress and emotional exhaustion within the sample studied. Figure 2. Correlation between technostress and emotional exhaustion among participants. Note: The scatter plot illustrates a positive linear relationship between technostress and emotional exhaustion, indicating that higher levels of emotional exhaustion are associated with increased technostress. The regression line (y = 0.5857x + 25.866) and the coefficient of determination (R² = 0.1392) suggest a moderate but meaningful association between both variables. The sample size (N) consisted of 174 students. The significance value (Sig.) was 0.000, which is lower than 0.01, indicating that the correlation is statistically significant at the 99% confidence level. The correlation coefficient was 0.379, reflecting a moderate positive relationship: higher levels of technostress are associated with greater emotional exhaustion. The double asterisk (**) further confirms that the relationship is significant at the 0.01 (1%) level. Table 8. Spearman’s Rho Correlation Between Technostress and Emotional Exhaustion. Dimension Spearman’s Rho Correlation Coefficient Sig. (2-tailed) N Skepticism 0.152* 0.045 174 Fatigue 0.355** 0.000 174 Anxiety 0.337** 0.000 174 Inefficacy 0.326** 0.000 174 686 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate The correlations between the dimensions of technostress and emotional exhaustion were analyzed using Spearman’s rho coefficients along with their corresponding significance values. Skepticism: The correlation coefficient was 0.152, indicating a very weak positive association between skepticism and emotional exhaustion. The significance value was 0.045, which is below the 0.05 threshold, confirming that the correlation is statistically significant. However, given the weak strength of the relationship, its practical relevance is marginal. Fatigue: The correlation coefficient was 0.355, reflecting a moderate positive association between fatigue and emotional exhaustion. The significance value of 0.000 demonstrates high statistical significance. This suggests that as fatigue increases, emotional exhaustion also rises, highlighting fatigue as a meaningful contributor to students’ emotional depletion. Anxiety: The correlation coefficient was 0.337, indicating a moderate positive relationship with emotional exhaustion. The significance value of 0.000 further confirms that this association is statistically significant. These results suggest that higher levels of anxiety are linked to increased emotional exhaustion, underscoring the importance of managing stress and anxiety to mitigate emotional fatigue. Inefficacy: The correlation coefficient was 0.326, also indicating a moderate positive relationship with emotional exhaustion. With a significance value of 0.000, this correlation is statistically significant. This finding suggests that greater perceptions of inefficacy are associated with higher emotional exhaustion, implying that frustration and the sense of incompetence in handling ICT significantly contribute to students’ emotional fatigue. Table 9. Spearman’s Rho Correlations Between Technostress and Emotional Exhaustion by Level of Study. Level of Study Spearman’s Rho Correlation Coefficient Sig. (2-tailed) N Undergraduate 0.429** 0.000 132 Graduate 0.536** 0.000 42 The table presents the correlation between technostress and emotional exhaustion among undergraduate and graduate students in nursing and law, using Spearman’s rho coefficient. • Undergraduate level: The correlation was positive and moderate (Rho = 0.429). The significance value (p = 0.000) indicates that this relationship is statistically significant (p < 0.01). This result demonstrates that, among undergraduate students, higher levels of technostress are associated with greater emotional exhaustion. • Graduate level: The correlation was also positive but slightly stronger (Rho = 0.536). Once again, the relationship was statistically significant (p = 0.000). This indicates that, for graduate students, increases in technostress are even more closely linked to heightened emotional exhaustion compared to the undergraduate group. Overall, both populations (undergraduate and graduate) exhibited a significant positive relationship between technostress and emotional exhaustion, with the association being stronger among graduate students. 687 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate 4. Qualitative Analysis Table 10. Qualitative Analysis of Technostress Among Undergraduate and Graduate Students. Categories Subcategories Interpretation Time and Use of ICT Decreased interest in ICT over time A considerable portion of students reported a decline in their interest in technology over time. This may be linked to technological overload or fatigue caused by constant ICT use. Lower involvement in ICT use Many students appeared to lose motivation or interest in interacting with ICT, which may reflect emotional fatigue or exhaustion from continuous digital interaction. Perception of Work and ICT Criticism of the ICT contribution Some students began questioning the actual value of ICT in their work, suggesting a possible disconnection between expectations and outcomes. Doubts about the value of working with ICT This response reflects the uncertainty students may experience regarding the usefulness and impact of ICT on their learning and academic performance. Performance and Efficiency with ICT Difficulty with tasks after ICT use Many students felt that working with ICT became more challenging when already tired, underscoring the impact of fatigue on academic performance. Exhaustion after ICT use A significant proportion of students reported exhaustion after using ICT, suggesting cognitive overload resulting from constant technology use. Impact of ICT on Emotional Well- Being Anxiety about ICT misuse This result highlights anxiety or fear associated with the inappropriate use of ICT, which may be linked to the pressure of digital responsibility. Discomfort when working with ICT Students showed signs of discomfort when working with ICT, possibly due to frustration caused by excessive reliance on technology. Efficiency in ICT Use Sense of inefficiency when using ICT Many students felt ineffective when using ICT, contributing to frustration and stress. Difficulty when working with technologies A large proportion of students found technology use challenging, which could generate anxiety and hinder academic performance. This analysis highlights how the use of information and communication technologies (ICT) influences students both academically and emotionally. As students increase their use of ICT, their interest in these tools tends to decline, suggesting potential technological overload or fatigue resulting from constant engagement. Such overexposure can lead to cognitive fatigue, diminishing motivation to interact with ICT and, consequently, affecting academic performance. From an emotional standpoint, students appear to face difficulties not only in completing tasks that require ICT but also in how they perceive the value and effectiveness of these technologies in their academic work. Some express doubts about the actual benefits of ICT, indicating that its use may not always contribute meaningfully to learning outcomes or expected academic performance. This sense of uncertainty often generates frustration and insecurity, negatively shaping students’ self-perception of their academic achievement. With regard to emotional impact, anxiety associated with frequent ICT use becomes evident. Students may experience stress due to the constant demand to rely on these tools, which produces a generalized discomfort that undermines emotional well-being. This anxiety is often tied to a perception of ICT as uncontrollable, impairing the ability to focus and complete tasks effectively. In terms of efficiency and performance, many students encounter additional challenges when working with ICT, leading to mental exhaustion and feelings of inefficacy. Such fatigue appears to be closely linked to cognitive overload caused by excessive technology use, which further limits the ability to sustain optimal academic performance. In this sense, while ICT offers undeniable educational benefits, it can simultaneously become a source of stress and anxiety if not adequately managed, ultimately disturbing students’ emotional balance and academic outcomes. 688 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate Table 11. Qualitative Analysis of Emotional Exhaustion Among Undergraduate and Graduate Students. Categories Subcategories Interpretation Tension and Academic Effort Academic tension Tension is a common response during examinations, reflecting the academic pressure students face. Effort The lack of immediate or satisfactory results can be a source of frustration and exhaustion. Mood and Emotional Health Mood Emotional exhaustion caused by excessive ICT use or academic pressure may lead to an inexplicable sense of discouragement. Emotional fatigue Physical and emotional fatigue is prevalent and directly related to the constant pressure of studying and using technologies. Sleep and Rest Sleep problems Sleep quality is affected by academic demands, which exacerbate both exhaustion and technostress. Physical and Cognitive Stress Physical pain Headaches are a common physical symptom of technostress and may indicate cognitive overload resulting from prolonged ICT use and academic workload. Mental fatigue Mental exhaustion is a direct consequence of academic demands and constant technology use, negatively impacting emotional well- being. ICT Use and Emotional Effects Stress from ICT use Intensive use of ICT for studying contributes to stress perception, demonstrating how technology can become an additional source of pressure. This analysis illustrates how multiple factors associated with the use of information and communication technologies (ICT) affect students’ physical and emotional well-being as well as their academic performance. Academic tension emerges as a common response to examinations and heavy workloads, generating a pervasive sense of stress and fatigue caused by constant pressure to achieve satisfactory results. Such academic stress is further intensified by the mental effort required to meet demanding tasks, which often results in frustration and emotional exhaustion. At the same time, students’ mood and emotional health are compromised by emotional fatigue, which is linked both to the excessive use of ICT and the constant pressure to engage with these tools, frequently leading to a generalized sense of discouragement. Sleep and rest are also affected, as mental fatigue derived from academic demands and technological stress reduces sleep quality and heightens overall tiredness. This phenomenon is strongly associated with technostress, a condition produced by the prolonged and excessive use of ICT that exacerbates the sense of exhaustion. Physically, many students report headaches, a common symptom of cognitive overload that reflects the strain produced by both academic pressures and intensive digital engagement. Mental fatigue thus becomes a direct consequence of sustained interaction with technology, undermining students’ emotional well-being. Finally, the intensive use of ICT for studying contributes to an increased perception of stress, as technologies, rather than serving solely as learning tools, also function as an additional source of pressure. In sum, continuous exposure to ICT can trap students in a vicious cycle of academic and emotional stress, negatively affecting their physical health, mental balance, and academic performance. 5. Discussion Technostress and emotional exhaustion among university students constitute a complex, multifactorial phenomenon that has been the subject of several qualitative-quantitative investigations. The results of this study align with a common trend in the literature, indicating that intensive use of information and communication technologies (ICT) significantly contributes to symptoms of technostress, which in turn are closely related to emotional exhaustion or burnout in university settings. Multiple studies emphasize that emotional exhaustion, linked to both physical and psychological fatigue, is intensified by the overload of academic and technological demands. For example, Calsina and Peñaloza [15] highlight the importance of properly managing emotional exhaustion to enhance 689 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate academic performance and foster students’ self-efficacy. Nevertheless, their analysis does not explicitly address the role of technostress derived from excessive ICT use in shaping emotional outcomes. This gap reflects a broader limitation in existing literature, where many studies overlook technological variables when analyzing students’ emotional health [14, 16]. Similarly, Mérida-López et al. [17] argue that high academic demands in distance graduate programs are strongly associated with emotional exhaustion, yet they do not explore the specific impact of ICT. This omission leaves unexamined how particular dimensions of technostress, such as fatigue, anxiety, and inefficacy, affect students’ well-being. In this respect, Rivera and Sánchez [18] note that ICT, when used excessively or inappropriately, can be a significant source of stress. However, their work also stops short of specifying how distinct technostress dimensions contribute to emotional depletion. The findings of Condori Sinty et al. [19] are particularly relevant, as they establish a positive correlation between excessive social media use and emotional exhaustion. While this underscores one facet of technostress, the focus on a single technological platform restricts the ability to assess the broader impact of digital overexposure. In a similar vein, Salas et al. [20] report that widespread ICT use in academic life is associated with increased levels of emotional exhaustion and decreased academic efficacy. Yet, as with other studies, the analysis does not delve into the differentiated effects of technostress dimensions on emotional well-being. Another notable aspect across the reviewed studies is the growing concern regarding the influence of ICT on students’ emotional health, particularly in graduate programs, where academic demands are considerably higher. Research by Araneda and Rocamora [21] and Ardiles-Irarrázabal et al. [22] demonstrates strong correlations between emotional exhaustion and disorders derived from academic overload. However, they also fail to clarify how intensive ICT use specifically contributes to such disorders. The differences observed between undergraduate and graduate students, as noted by Condori Sinty et al. [19], are also noteworthy. In general, graduate students appear to experience higher levels of technostress and emotional exhaustion, a phenomenon likely explained by the greater academic pressure and complexity of tasks at this stage. Furthermore, the transition to online learning environments has exacerbated these challenges, particularly in post-pandemic contexts, as highlighted in the findings of Ardiles-Irarrázabal et al. [22]. 6. Conclusion From a quantitative perspective, most participants reported low levels of skepticism toward technology (51.7%), although 46% showed moderate levels, reflecting a moderately critical stance. Analysis of fatigue indicated that 47.1% experienced low fatigue and 46.6% moderate fatigue, suggesting that although widespread severe exhaustion was not evident, a considerable proportion of students were negatively affected by intensive ICT use. Regarding anxiety, 42% of students reported moderate levels and 36.8% low levels. In the inefficacy dimension, more than half (56.9%) indicated low perceptions of inefficacy in their ability to interact with ICT, while 31% scored at moderate levels. Concerning emotional exhaustion, factors such as excessive tension (36.4% "sometimes" and 27.0% "frequently"), overexertion, insomnia, and emotional depletion (37.4% "sometimes") highlighted the presence of significant emotional demands, which, although not constant, had a clear impact on students’ well-being and academic performance. Complementing these findings, the qualitative analysis revealed that many students perceived a decline in their interest and motivation to engage with technology. This tendency appeared to be associated with cognitive and emotional overload resulting from continuous ICT use, generating anxiety, frustration, and feelings of inefficacy that ultimately undermined academic performance. In relation to the stated objective to determine the direct relationship between technostress and emotional exhaustion in undergraduate and graduate students, the results confirmed a clear and significant link between the two variables. The qualitative-quantitative correlational design employed facilitated the identification of associations indicating that the dimensions of technostress (skepticism, 690 Edelweiss Applied Science and Technology ISSN: 2576-8484 Vol. 9, No. 10: 677-691, 2025 DOI: 10.55214/2576-8484.v9i10.10486 © 2025 by the authors; licensee Learning Gate fatigue, anxiety, and inefficacy) were directly connected to various indicators of emotional exhaustion, including tension, insomnia, and fatigue. Excessive and, in some cases, inappropriate use of ICT was found to contribute to the deterioration of students’ emotional well-being, with concomitant adverse effects on academic performance. 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