The study aims to provide a systematic analysis of the impact of the implementation of information technologies in Russian universities on the psychological well-being of faculty members, based on the recorded increase in technostress and the transformation of work practices in a digital environment. The goal is to identify key determinants of stress and burnout and to assess which organizational and methodological factors mitigate the negative effects of digitalization. The materials include a sample of 573 faculty members from 18 universities (September 2022 - May 2023), an anonymous online survey, and 35 semi-structured interviews. The adapted versions of the WEMWBS, Technostress Creators Scale, and Maslach Burnout Inventory were used, along with an author-developed questionnaire on competence, support, and working time structure. Statistical processing was carried out in SPSS 27.0 (descriptive statistics, Pearson correlations, ANOVA, multiple regression). Significant results were obtained: a strong negative correlation was found between the level of ICT competence and stress (r=-0.87; p0.001); overall weekly workload increased from 50.93 to 63,15 hours (+23,99%), with administrative activities increasing by +170,60%, class preparation by +44.10%, while research work decreased by -29,78%; consultations with students increased by +87,48%. Methodological support proved to be the most powerful mediator of well-being: the WEMWBS index difference between low and high levels reached 16.52 points, whereas the effects of technical and administrative support appeared moderate. Age-specific adaptation was noted (time required to master tools increases with age), with the highest proportion of high technostress levels found in the 51-65 age group (75.24%). The regression model explained 67% of the variability in well-being; the leading predictors were methodological support (β=0.42), the volume of digital administrative work (β=-0.35), and ICT competence (β=0.28). The discussion indicates that stress is determined not by "technology itself" but by the design of its implementation. The conclusions emphasize the priority of creating centers for digital didactics, revising time norms, debureaucratizing LMS processes, introducing differentiated professional development programs, and establishing early burnout diagnostics systems. Limitations relate to self-reported measures and the need for longitudinal validation.