<![CDATA[Digital transformation has expanded educational opportunities while raising concerns about teachers’ technostress and digital well-being. This study explored teachers’ experiences and coping strategies across diverse school contexts and developed a conceptual model of sustainable digital adaptation. Using an interpretivist qualitative multiple-case study design, semi-structured interviews were conducted with 15 teachers from three secondary schools in urban, suburban, and rural settings. Data were analyzed through Reflexive Thematic Analysis. Findings reveal that technostress arises from technological demands, increased workloads, administrative pressures, and institutional expectations. Teachers managed these challenges through self-regulation, collaborative coping, and organizational support. Adaptive negotiation emerged as a central process for balancing digital demands, personal resources, and institutional support. Based on these findings, the study proposes an Adaptive Technostress Management Model to explain sustainable digital adaptation in diverse educational contexts.]]>
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