PSYCHOSOCIAL IMPACT OF EDUCATIONAL VIRTUALIZATION ON WORK STRESS AMONG UNIVERSITY PROFESSORS IN HUANCAYO, PERU

Abstract

Educational virtualization has transformed university teaching, increasing technological and cognitive demands with potential effects on faculty well-being. The proposed study focuses on the level of virtualization in teaching and the work-related stress of teachers at a private university in Huancayo, Peru, within the timeframe of 2023-2024. The research design used in the study is quantitative, correlational, cross-sectional, and non-experimental. The sample size consists of 139 individuals selected using the convenience sampling method. To collect the necessary information, the Teacher Work Stress Questionnaire (α = .900) was used together with the Educational Virtualization Questionnaire, which was validated by experts and has a reliability value of .781. The set of correlational and descriptive statistics, used in the study and analyzed using IBM SPSS v. 25, suggests a moderate level of positive correlation between the two variables (ρ = 0.615; p < 0.001), with a significance level of 0.001. Based on the findings, the researchers believe that such a level of virtualization poses an important psychosocial element that justifies the development of customized institutional approaches to provide faculty members with instruction on psychological well-being, technology training, and digital resilience.