Seyma Kocak, Jan Pawlowski

• Technostress in distance learning in educational institutions is a critical problem as it strongly impacts students’ learning ability and mental well-being. This phenomenon, characterized by an overload of digital technologies, has a detrimental effect on the efficiency of educational processes and learners’ mental health. The Positive Learning project involves developing and evaluating learning scenarios anchored in pedagogical methodologies and competency frameworks to reduce technostress in educational institutions through carefully designed teaching strategies. The study's results, derived from a qualitative research methodology and collaboration with educators and academic experts, underscore the need to adapt learning scenarios to the target group and differentiate them for different school levels and educational contexts to reduce technostress. They also emphasize the crucial role of balancing technological integration and traditional teaching methods and the development of skills among students and teachers to manage technostress effectively. The study's practical implications are significant, offering insightful conclusions and recommendations that can inspire and motivate future educational policies and practices in the face of increasing digital integration in education.