Examining the relationship between teacher candidates' techno-stress levels and information and communication technologies competencies

This study was conducted using a quantitative correlational survey model to determine pre-service teachers' levels of technostress and their information and communication technology (ICT) competencies and to examine them according to various variables. Data were collected from 427 pre-service teachers in their third and fourth years from nine programs at the Faculty of Education, Akdeniz University, in 2024–2025. Measurements were made using the Teacher Technostress Level Determination Scale and the ICT Competence Scale; following descriptive statistics and normality checks, Spearman correlation, Mann–Whitney U, and Kruskal–Wallis H tests were applied. The findings showed that ICT competencies were low, technostress was high, and there was a negative, significant relationship between the two variables. Only in instructional design did males score higher. Technostress was higher and digital competency was lower in the Science Education and Guidance programs. The use of technological tools and mobile devices has been linked to higher ICT competencies and lower levels of technostress. The findings suggest that enhancing digital competencies may be a critical factor in alleviating technostress.