Hybrid Teaching, Technostress, and Work–Life Boundaries: Insights from Indian Public Universities

Abstract

Hybrid teaching models have reshaped academic practices in Indian public universities, presenting both opportunities and challenges for faculty. While these systems enhance accessibility and flexibility, they also generate stressors that undermine well-being. This study examines two critical aspects of hybrid work stress: technostress and work–life boundary blurring. Technostress arises from constant engagement with online teaching platforms, administrative reporting systems, and digital compliance requirements, resulting in ICT overload and diminished psychological detachment. Boundary management difficulties emerge as faculty attempt to balance teaching, research, and administrative duties within rigid institutional structures, fostering an “always-on” culture that erodes personal boundaries.

Although corporate studies have extensively explored technostress, empirical evidence in Indian public universities is scarce. This paper addresses this gap through a mixed-method design, combining surveys and interviews with faculty across selected institutions. Findings reveal key stress triggers, coping strategies, and institutional shortcomings in managing hybrid work demands. Recommendations include flexible scheduling, digital equity initiatives, and structured wellness programs to support faculty well-being. By situating technostress and boundary management within the Indian higher education context, this research contributes to a deeper understanding of hybrid work stress and offers actionable insights for sustainable academic practice.