ArticleScientific reports2026
Technostress, digital fatigue, and AI dependency as antecedents of burnout and SDG-4 achievement in EFL classrooms.
Article in Scientific reports, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Digital Fatigue and Cognitive Load in E-Learning: Evidence From Nursing Students in Jordan.Nursing open · 2026Observational
- A study on the correlation between the perception of intelligent college English learning environments and the willingness to communicate in listening, speaking, reading, and writing.Frontiers in psychology · 2026Article
- Digital governance pressure and digital burnout among grassroots public sector employees: the mediating roles of cognitive load and negative affect.Frontiers in psychology · 2026Article
- The dark side of AI in education: AI dependency as a mediator linking academic self-efficacy and teacher support to learning burnout among university students.Frontiers in psychology · 2026Article
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Authors and funding
3 authors.
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Abstract
This study examines the impact of digital stressors (technostress, digital fatigue, AI dependency) on digital burnout and Sustainable Development Goal (SDG) achievement among Chinese and international EFL learners, investigating the mediating roles of foreign language anxiety and the moderating effect of technology self-efficacy. Using a cross-sectional survey design with n = 545 university students, we employed structural equation modeling (SEM) and multigroup analysis (MGA) to test the hypothesized relationships. The findings confirm a significant sequential pathway where digital stressors increase foreign language anxiety, which subsequently exacerbates digital burnout, ultimately impairing SDG achievement. Crucially, technology self-efficacy served as a vital buffer, significantly weakening the negative impact of burnout on learning outcomes. Multigroup analysis revealed these effects were significantly stronger for international students, who also demonstrated higher vulnerability to digital stressors but benefited more from self-efficacy. The study's novelty lies in its integrated model that uncovers the psychological mechanisms translating digital challenges into educational outcomes, while highlighting crucial cross-cultural variations. These findings offer imperative implications for developing tailored pedagogical interventions that leverage self-efficacy training and differentiated support systems to foster more equitable and sustainable digital learning ecosystems for diverse student populations.
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