THE acceleration of digital learning tools has unlocked new opportunities for students, but it has also introduced fresh challenges, particularly concerning mental health. As universities embrace technology, the task of balancing students’ learning needs with their well-being has never been more critical. Bangladesh’s educational landscape has undergone significant transformation in recent years, driven by technological advances. With the rapid adoption of online learning platforms, digital tools and hybrid models, students are now expected to navigate a continuous digital environment. However, this shift has brought with it a mounting concern: techno-stress. As students struggle with online courses, digital communication and the constant need to remain connected, the lack of meaningful assessment of these pressures has become increasingly apparent.Ìý
Techno-stress refers to psychological strain induced by the overuse of technology, particularly in settings where digital tools are woven into daily life. In universities, this stress manifests through overwhelming expectations around online coursework, incessant demands for digital connectivity, and the vast amounts of information students are required to process. Extended hours in front of screens, coupled with the pressures of managing emails, assignments, virtual meetings and collaborative platforms, have intensified these challenges. While digital learning platforms undoubtedly offer educational potential, they simultaneously introduce new difficulties that many students find hard to manage. The constant pressure to remain available, responsive, and engaged with online content has made it difficult for students to disconnect, leading to increased stress levels and eventual burnout.
In Bangladesh, where the education system has swiftly embraced digital transformation, the mental health effects of techno-stress are becoming ever more visible. Research shows that students under significant technological strain are more prone to anxiety, sleep disturbances, eye fatigue and psychological exhaustion. The abrupt transition to online learning during the pandemic, though necessary, only heightened these issues. Students were thrust into an almost entirely digital environment overnight, often without sufficient preparation or support systems.Ìý
This sudden change not only amplified academic pressure but also deepened feelings of isolation, as students lost face-to-face interactions with teachers and peers, an essential part of the learning experience. The emotional weight of constant digital connection has contributed to heightened stress levels, leaving many students feeling disconnected and overwhelmed. Meanwhile, the surge in social media use during this period further exacerbated the problem. Constant exposure to curated and often idealised portrayals of others’ lives has fuelled feelings of inadequacy, loneliness and self-doubt among students, intensifying their stress.
Another major, yet often overlooked, driver of techno-stress is the burgeoning workload. The digitalisation of education has escalated the volume of tasks students must manage, from online assignments and group projects to attending virtual meetings and discussions. Continuous communication through emails, chats and notifications forces students to stay perpetually alert. Navigating multiple online platforms and communication channels has complicated time management, causing many students to experience not only academic stress but also an inability to escape the relentless cycle of digital work. The boundaries between study time and personal time have become increasingly blurred, making it harder for students to find the necessary space to relax and recover.
Compounding the situation further is the digital divide, which presents a formidable challenge, particularly for students from rural backgrounds. Despite notable increases in internet penetration across Bangladesh, students from less privileged areas often struggle with unreliable internet access, limited availability of modern devices, and insufficient digital literacy. These barriers make it significantly harder for them to participate fully in the digital learning environment, adding further strain as they attempt to keep pace with their urban peers. The sense of exclusion and inadequacy fostered by these disparities not only undermines their academic efforts but also deepens the techno-stress they experience.
Addressing techno-stress requires practical, coordinated efforts from universities, students and policymakers. The first step lies in improving digital literacy and time management skills. Universities should offer comprehensive ‘digital health support’, equipping students with the tools they need to navigate online platforms effectively, manage digital workloads and avoid distractions. Time management training, particularly focused on handling multiple digital responsibilities, should be woven into university curricula to better prepare students for the demands of modern learning environments.
Mental health support must also be prioritised. Universities should make counselling services, stress management workshops and peer support networks readily accessible. Importantly, mental health services must be available both in-person and online, catering to students who may be hesitant to seek face-to-face assistance. Institutions must cultivate an open and supportive culture around mental health, encouraging students to seek help without fear of stigma or judgement.
It is equally vital to encourage offline breaks and physical activity. To counteract the negative effects of prolonged screen time, universities should promote regular breaks from digital devices and foster engagement in offline activities such as exercise, art, or creative writing. Such activities help students recharge mentally and physically, and foster a stronger sense of community outside the virtual world.
Setting boundaries around digital communication can also alleviate some of the pressure students face. Universities should implement policies discouraging staff from sending emails or assigning work outside of official hours, allowing students the time they need to disconnect and rest. Likewise, students should be encouraged to mute notifications during non-study periods to reclaim a sense of control over their digital environment.
Lastly, bridging the digital divide is essential if Bangladesh’s educational system is to offer equal opportunities to all students. Efforts must be intensified to improve internet infrastructure, particularly in rural and underserved areas, and to provide students with the necessary devices to engage fully in online learning. Addressing these inequities will not only ease the stress experienced by disadvantaged students but also help create a fairer, more inclusive digital education system.
The growth of digital learning has undeniably expanded educational opportunities in Bangladesh. Yet, the heavy reliance on technology has brought forth new challenges, particularly in the form of techno-stress. As universities continue to integrate digital tools and platforms into their educational offerings, it is crucial to acknowledge the profound impact this transformation has on students’ mental health. By implementing robust support systems and fostering a balanced digital culture, Bangladesh can build a future where technology enhances education without compromising student wellbeing, ensuring that the promise of a digital learning environment is truly realised for everyone.
Ìý
Fayazunnesa Chowdhury teaches software engineering at Daffodil International University.
