Understanding the Impact of Technostress on TVET Educators’ Continuance Intention to Use Digital Teaching and Learning

As digital technologies become integral to teaching and learning, Technical and Vocational Education and Training (TVET) educators face increasing pressure to sustain their use.This study examines the impact of technostress and the core constructs of the Expectation-Confirmation Model (ECM), including confirmation, perceived usefulness, satisfaction, and continuance intention, on the long-term engagement of TVET educators with digital teaching tools.Data were collected from 271 academic staff at Universiti Kuala Lumpur (UniKL) through an online survey.Structural Equation Modeling using SmartPLS was employed to test the research model.The findings confirm that ECM variables significantly predict continuance intention.Confirmation has a positive effect on both perceived usefulness and satisfaction, while perceived usefulness and satisfaction also strongly influence educators' intention to continue using digital technologies.Notably, technostress negatively impacts satisfaction and continuance intention, although it does not significantly affect perceived usefulness.These results suggest that while TVET educators recognise the functional value of digital tools, emotional strain can reduce satisfaction and long-term usage.This study extends the ECM by integrating technostress, offering a more holistic view of digital teaching sustainability in the TVET sector.The findings highlight the need for institutional strategies that not only improve technical infrastructure and training but also address psychological barriers such as stress and overload.Addressing these challenges is essential to ensure the effective and lasting adoption of digital teaching practices in vocational education.