Academics operate in a work environment where digital technologies are heavily utilized. Especially in the post-pandemic period, the shift to remote education, digital academic resources, online meetings, and the constant need to stay connected have transferred and significantly increased the academic workload onto digital platforms. Digital stress brings with it issues such as pressure, burnout, difficulty concentrating, and psychological fatigue associated with the use of these technologies. This situation negatively affects core academic responsibilities such as teaching preparation, scientific research processes, and student communication, ultimately leading to a decline in academic performance. Therefore, investigating digital stress levels among academics is crucial for maintaining both individual success and the overall productivity of higher education institutions.

Digital stress impacts not only work performance but also the psychological health and well-being of academics. The constant requirement to be online, the stress of dealing with technical malfunctions, the intensity of communication through digital platforms, and concerns about data security may all contribute to psychological problems such as anxiety, depression, and burnout. Especially in professions that require academic freedom and creativity, preserving mental health is a critical factor. Measuring digital stress levels in academics enables the early detection of these psychological risks and contributes to the development of preventive support programs and the establishment of healthy working environments within academia.

The aim of this study is to statistically evaluate the digital stress levels of 400 academics working at Istanbul University-Cerrahpaşa in terms of demographic factors. The “Digital Stress Scale” developed by Hall et al. (2021) was used in the study. The results of the Kolmogorov-Smirnov and Shapiro-Wilk normality tests were found to be p>0.05, indicating that the data followed a normal distribution. Independent samples t-test was used for comparisons between two groups, and one-way ANOVA was used for comparisons among more than two groups. According to the analysis results, it was determined that digital stress levels were significantly higher among female academics, those aged 20–30, those who are married with children, and those working in the social sciences.

Investigating digital stress levels among academics also plays a guiding role for universities in planning and implementing digitalization strategies. Higher education institutions should develop policies by considering the digital skill levels of their faculty members, technological infrastructure needs, and expectations regarding work-life balance. If the levels and sources of digital stress are clearly understood, institutions can organize more targeted training programs, digital literacy initiatives, and psychological support services. Additionally, ergonomic arrangements and workload management strategies can be developed to ensure the efficient and sustainable use of digital tools. In this context, examining digital stress among academics is not only essential for individual well-being but also for institutional development and the successful continuation of digital transformation.

Keywords: Digital Stress, Higher Education, Academics, Statistical Analysis.