Research Article
Stress Factors in Technical Education: Digital Transformation as a Source of Emerging Challenges and Strategic Interventions
@ARTICLE{10.4108/dtip.9738, author={Andrea Hlubuckova and Monika Dobi\^{a}šov\^{a} and Petr Val\^{a}šek}, title={Stress Factors in Technical Education: Digital Transformation as a Source of Emerging Challenges and Strategic Interventions}, journal={EAI Endorsed Transactions on Digital Transformation of Industrial Processes}, volume={1}, number={2}, publisher={EAI}, journal_a={DTIP}, year={2025}, month={8}, keywords={technological education, teacher well-being, digitalization, resilience, intervention programs}, doi={10.4108/dtip.9738} }- Andrea Hlubuckova
Monika Dobiášová
Petr Valášek
Year: 2025
Stress Factors in Technical Education: Digital Transformation as a Source of Emerging Challenges and Strategic Interventions
DTIP
EAI
DOI: 10.4108/dtip.9738
Abstract
INTRODUCTION: Technical educators face both long-standing and emerging stressors amplified by the digital transformation of industrial processes. The introduction of Industry 4.0/5.0 technologies (AI tools, VR/AR labs, digital platforms) increases cognitive and administrative burdens. OBJECTIVES: This study aims to identify shared and technology-specific stressors in technical education and propose evidence-based strategies to mitigate them. METHODS: We performed a systematic review of peer-reviewed articles and conducted a focus groups with 60 technical educators. Data were analyzed using thematic coding. RESULTS: The most frequently reported stressors were administrative overload, curriculum volatility, safety responsibilities, and insufficient digital training. Digital tools like VR and AI systems present both stress-inducing and stress-reducing potential. CONCLUSION: Supporting educators through targeted digital interventions and training programs is vital to sustaining quality technical education during ongoing digitalization.
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