Reframing Technostress in Non-Formal Education: An AMO-Based Human Resource Management Model for Sustainable Digital Transformation
DOI:
https://doi.org/10.12928/ijemi.v7i2.15954Keywords:
Ability–Motivation–Opportunity framework, Digitalization, Human resource management, non-formal education, TechnostressAbstract
Background. The rapid digitalization of education has intensified the integration of digital technologies into teaching and administrative processes, generating new organizational challenges related to technostress among educators. While existing studies predominantly emphasize individual psychological perspectives and coping mechanisms, a critical gap remains in understanding the organizational and human resource management (HRM) dimensions that shape technostress, particularly in non-formal education contexts, which are characterized by flexible structures and limited institutional support. Addressing this gap, this study aims to examine how technostress emerges as an organizational phenomenon and to develop an evidence-based HRM model grounded in the Ability–Motivation–Opportunity (AMO) framework to support sustainable digital transformation.
Methods. This study employed a qualitative multi-site case study design involving non-formal education institutions in Kendari City, Indonesia. Data were collected through in-depth interviews, observations, document analysis, and supporting quantitative indicators. Data analysis followed a multi-stage coding process (open, axial, and selective coding) combined with convergent mixed analysis to enhance analytical rigor and validity.
Results. The findings reveal that technostress is multidimensional, consisting of techno-overload, techno-complexity, techno-uncertainty, and techno-invasion. These dimensions are primarily shaped by organizational factors, including digital governance, institutional support systems, communication practices, and workload structures. Notably, organizational opportunity emerged as a key mediating mechanism influencing educators’ adaptation and teaching effectiveness. As a novel contribution, this study develops an AMO-based HRM intervention model and operational standard operating procedures (SOPs) that systematically link organizational factors to technostress mitigation and improvements in learning performance.
Conclusion. This study concludes that technostress in non-formal education is primarily shaped by organizational conditions rather than technology alone. The findings further reveal that technostress occurs at varying levels—predominantly low to moderate—indicating that digital stress is a graded and context-dependent phenomenon rather than an extreme condition. By integrating technostress theory with the Ability–Motivation–Opportunity (AMO) framework, this study offers a novel organizational perspective and develops practical HRM-based strategies for managing digital work environments. The results emphasize that sustainable digital transformation depends on aligning technological innovation with structured organizational support systems to enhance educator well-being and learning effectiveness.
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