Digital Competence as a Psychosocial Resource: A Structural Model of Technofatigue in Primary Education

Abstract

The integration of Information and Communication Technologies (ICT) has generated new psychosocial challenges in the field of education, with techno-fatigue standing out as a barrier to teacher well-being. The aim of this study was to analyse the influence of Digital Teaching Competence (DTC) on cognitive fatigue, evaluating the role of sociodemographic variables using a structural equation model (SEM). A total of 1,400 teachers (n=1,400) from early childhood and primary education in Andalusia (Spain) participated. The results revealed that DTC acts as a significant protective factor against fatigue. Likewise, gender and age were found to be positive predictors of levels of technological exhaustion. It is concluded that strengthening digital competence, especially in the areas of professional commitment and empowerment, is essential to mitigate the psychosocial risks associated with the use of technology in the classroom.