When Technology Becomes Too Complex
Techno-Complexity and Lecturer Productivity in Higher Education
Keywords:
faculty performance, higher education, techno-complexity, technostressAbstract
The rapid digitalization of higher education has transformed how lecturers teach, communicate, and conduct research, creating new challenges that demand constant adaptation. Among the dimensions of technostress, techno-complexity has been identified as a key factor influencing faculty performance. This study systematically reviews empirical evidence on the impact of techno-complexity on lecturer performance in higher education. Following the PRISMA 2020 protocol, ProQuest and Google Scholar databases were searched for studies published between 2020 and 2025. After screening 158 articles, 11 quantitative studies met the inclusion criteria. The analysis focused on research design and context, variables and instruments, the relationship between techno-complexity and academic performance, and identified research gaps. Most studies indicate that techno-complexity negatively affects teaching, research, and academic productivity through cognitive overload and adaptation fatigue. Inconsistent findings across countries and institutions underscore the importance of contextual and moderating factors such as digital competence, work engagement, and organizational support. Techno-complexity exerts a significant influence on faculty performance, highlighting the need for strengthened digital training and institutional support to mitigate its adverse effects and enhance productivity in the era of digital transformation. Future research should explore moderating and mediating variables, adopt longitudinal and mixed-method designs, investigate cross-cultural differences, and examine the dynamic processes of technological adaptation to provide a more comprehensive understanding of how techno-complexity affects the multifaceted roles of academic staff.
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