This literature review explores the influence of technostress creators on basic psychological needs of accounting lecturers, specifically autonomy, competence, and relatedness, as outlined by Self-Determination Theory (SDT). The rapid integration of technology into educational environments, accelerated by the COVID-19 pandemic, has significantly altered the teaching process, presenting both opportunities and challenges (Adarkwah, 2021; Afshan & Ahmed, 2020; Akmal et al., 2021). The increasing reliance on technology has also led to increased technostress among educators (Ab Wahab et al., 2022; Li & Wang, 2021), particularly accounting lecturers, who must continuously adapt to evolving technologies. Technostress creators, including techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty, disrupt the fulfillment of these psychological needs, impacting motivation, well-being, and satisfaction. This review synthesizes existing research to highlight how these stressors undermine lecturers' autonomy, competence, and relatedness. Additionally, it offers recommendations for mitigating technostress by fostering environments that support these basic psychological needs. The findings underscore the importance of addressing technostress in educational settings to enhance lecturers' motivation, performance, and well-being.