Technostress and faculty resilience during mandated digital migration: a qualitative study in Omani higher education

A qualitative study explored faculty and staff experiences with technostress, resilience, organizational wellbeing, and cognitive recovery during a mandated digital platform migration at a large public university in Oman. The transition involved moving from Google Workspace to Microsoft 365. The research employed Reflexive Thematic Analysis, informed by Interpretative Phenomenological Analysis, and conceptualized recovery as a core homeostatic process disrupted by such migrations, further interpreted through the Job Demands-Resources model.

Why it matters

This research highlights the critical human factors involved in large-scale technology adoptions or migrations, particularly the impact on employee wellbeing and cognitive function. Understanding technostress and fostering resilience is crucial for ensuring the successful implementation and sustained productivity post-transition, affecting operational efficiency and strategic objectives.

Key insights

• Faculty and staff experienced technostress during a mandated digital migration.
• The study investigated the interplay of technostress with resilience and organizational wellbeing.
• Cognitive recovery was a key area of focus, framed as a homeostatic process disrupted by forced digital change.
• The migration involved a shift from Google Workspace to Microsoft 365.
• Research participants included faculty and staff from both head office and regional campuses.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1893672