Luis Alfonso Gala Rodríguez
The process of digitalization in higher education has transformed the conditions of teaching and learning, introducing dynamics of hyperconnectivity that reshape academic time, practices, and interactions. In this context, technostress is examined as a phenomenon that goes beyond individual adaptation and is linked to the structural conditions of the digital educational environment. This essay analyzes, from an interdisciplinary perspective, the main manifestations of technostress in university students, including digital fatigue, information overload, technological anxiety, and academic burnout, as well as their implications for mental health. Based on a review of recent scientific literature, the study shows that the intensification of cognitive and emotional demands affects students’ psychological well-being, highlighting the need to rethink the institutional conditions under which digital technologies are integrated in higher education.