Digital literacy and psychological flexibility as mediators of the link between technostress and training programme effectiveness

Studies have consistently demonstrated the detrimental impact of technostress on various aspects of training effectiveness. However, despite the growing focus on the relationship between technostress and various training outcomes, certain critical factors remain insufficiently investigated. This study aims to address this gap by examining the mediating roles of digital literacy and psychological flexibility in the relationship between technostress and the effectiveness of training programmes, particularly in terms of information retention and skills acquisition. Data were collected using a questionnaire from a sample of 384 civil service employees working in the public sector in Ghana. Data was analysed using the JASP mediation analyses. The findings indicate that the adverse effects of technostress on the effectiveness of training programmes (information retention and skills acquisition) are mediated by both digital literacy and psychological flexibility. The study’s dependence on data from civil servants limit the generalisability of its findings. To improve the applicability of results, future research should contemplate the incorporation of a more varied sample. The study highlights the potential of high levels of psychological flexibility and digital literacy to mitigate the adverse effects of technostress on training programme effectiveness. Organisations should offer comprehensive digital literacy training, promote psychological flexibility through mindfulness techniques, and ensure user-friendly technology interfaces to enhance information retention and skills acquisition. Both theoretical and managerial implications are discussed.