This chapter explores technostress among senior academics in Polish, Czech, and Ukrainian higher education institutions, focusing on the impact of the shift to e-learning during the COVID-19 pandemic. The chapter aims to understand how technostress affects these academics and whether digitalisation leads to negative outcomes such as stress and cognitive overload. A qualitative approach was used, involving 15 structured interviews with senior academics from economics, law, and management. The findings reveal that technostress among senior academics is a multi-faceted issue. The most identified stressors include techno-complexity, where older academics struggle with understanding and using new digital tools, and techno-overload, where they feel overwhelmed by the increased workload and the pressure to multitask constantly. Many participants also highlighted the psychological toll of remote work, citing the absence of face-to-face interactions and the emotional strain of navigating a fully digital environment. Despite these challenges, many academics reported receiving adequate support from their institutions, including training sessions, workshops, and peer assistance. These resources helped mitigate the effects of technostress, although the issue of techno-uncertainty remained a persistent concern. Interestingly, the chapter also found that while older academics may initially face difficulties with digital tools, they often possess strong critical thinking skills and a willingness to learn. This highlights the potential for cross-generation techno-agility, where younger, more tech-savvy colleagues can assist older academics, fostering an environment of mutual learning. The research suggests that while digitalisation in higher education is inevitable and necessary, it must be accompanied by robust support systems to reduce technostress among senior academics.