This study examines the role of teachers in managing classroom and student
stress in higher education through ICT-integrated pedagogy, focusing on its impact
on engagement and psychological well-being. The study adopts a qualitative
multiple-case design. Data were collected from 30 participants (18 teachers and 12
students) from higher education institutions using semi-structured interviews and
non-participant classroom observations. Additionally, document analysis of
ICT-based teaching practices (e.g., LMS usage, digital assessments) was conducted
to ensure triangulation. Data were analyzed using thematic analysis to identify
recurring patterns related to stress management and ICT integration. The findings
indicate that ICT-integrated pedagogical practices significantly influence stress
reduction and classroom climate. Approximately 78% of students reported a
decrease in academic stress due to flexible learning schedules, recorded lectures, and
online resources. Around 72% of students experienced improved engagement and
participation through interactive tools such as quizzes, discussion forums, and
collaborative platforms. From the teachers’ perspective, nearly 81% reported that
ICT tools enabled better classroom management and emotional support through
timely feedback and personalized communication. However, about 46% of
participants highlighted challenges such as inadequate digital literacy, while 38%
pointed to infrastructural limitations affecting effective ICT integration. The study
concludes that teachers play a key role in reducing classroom and student stress,
with ICT acting as an effective enabler. ICT-integrated pedagogy enhances
flexibility, interaction, and accessibility, fostering a supportive learning
environment. It recommends improving teachers’ digital competencies, ensuring
equitable access to technology, and institutionalizing ICT-based stress management
strategies in higher education.
ICT-Integrated Pedagogy, Classroom Stress Management, Higher Education, Student Well-Being, Digital Learning.