Technostress, digital fatigue, and AI dependency as antecedents of burnout and SDG-4 achievement in EFL classrooms

Abstract This study examines the impact of digital stressors (technostress, digital fatigue, AI dependency) on digital burnout and Sustainable Development Goal (SDG) achievement among Chinese and international EFL learners, investigating the mediating roles of foreign language anxiety and the moderating effect of technology self-efficacy. Using a cross-sectional survey design with n = 545 university students, we employed structural equation modeling (SEM) and multigroup analysis (MGA) to test the hypothesized relationships. The findings confirm a significant sequential pathway where digital stressors increase foreign language anxiety, which subsequently exacerbates digital burnout, ultimately impairing SDG achievement. Crucially, technology self-efficacy served as a vital buffer, significantly weakening the negative impact of burnout on learning outcomes. Multigroup analysis revealed these effects were significantly stronger for international students, who also demonstrated higher vulnerability to digital stressors but benefited more from self-efficacy. The study’s novelty lies in its integrated model that uncovers the psychological mechanisms translating digital challenges into educational outcomes, while highlighting crucial cross-cultural variations. These findings offer imperative implications for developing tailored pedagogical interventions that leverage self-efficacy training and differentiated support systems to foster more equitable and sustainable digital learning ecosystems for diverse student populations.