Background <p>Over the recent years, technology has brought huge benefits to the academics, enabling their work more efficient and flexible. However, technology usage also poses challenges for academics and may lead to technostress.</p> Purposes <p>This study aims to understand the academics’ technostress by examining the effects of information and communications technology (ICT) self-efficacy and work-home conflict on academics’ techno-stressors (techno-overload, techno-complexity, techno-invasion, techno-insecurity, techno-uncertainty) and, furthermore, how techno-stressors impact their psychological well-being.</p> Methods <p>A research model is proposed based on the previous literature. A sample of 251 academics from several higher education institutions in China was collected and analyzed using structural equation modeling.</p> Results <p>The results of structural equation modelling reveal that: (a) ICT self-efficacy is significantly and negatively associated with techno-complexity and techno-insecurity; (b) Work-home conflict is a crucial contributor to techno-overload, techno-complexity, and techno-invasion; (c) Among the five typical techno-stressors, only techno-invasion significantly decreases academics’ psychological well-being.</p> Conclusions <p>The study informs the higher education organizations should improve academics’ ICT self-efficacy, monitor academics’ psychological well-being and techno-stressors, promptly replace the outdated facilities, and assign dedicated personnel responsible for maintenance and problem-solving. Academics should also adjust themselves and seek compatibility between work and family.</p>