This study focused on assessing and evaluating the influence of teacher’s technostress and transversal competencies towards adaptation of Education 5.0 in Public Elementary School in the Seven (7) Schools Division in the Province of Laguna during the Second Semester of School Year 2023-2024. The subject-respondents of the study were the seven hundred (700) randomly selected classroom teachers from the thirty-five (35) public elementary schools in the Province of Laguna.

This study used an adapted and researcher-made questionnaires as instrument.  Descriptive research method was used to determine the level of teacher’s technostress and transversal competencies towards adaptation of Education 5.0 as well as the relationship among variables.

Based on the results of the study, it was found out that teachers obtained a high level of technostress indicating difficulty in coping up with the revolutionary changes brought about by technology. It substantiated different studies that stress on technology directly affects the wellbeing, performance and productivity of teachers. To mitigate the existing problem, reinforcement of technology adaptation is recommended through technostress inhibitors such as literacy facilitation, technical support provision and involvement facilitation.

The result obtained from the assessment on the level of transversal competencies perceived by teachers was verbally interpreted as “Highly Competent” which implies that teachers are equipped with essential skills to thrive in an ever-changing environment resulting from drastic technological advancements. Another important finding is the perceived level of adaptation to Education 5.0 wherein it obtained high mean which implies the readiness of teachers in embracing the new trend in Education which focuses on rehumanizing education despite the challenges encountered in dealing with technology. The study revealed a significant relationship between teacher’s technostress and adaptation of Education 5.0 in terms of techno-overload showing a positive correlation, while in techno-insecurity it established a negative correlation with the adaptation of Education 5.0. The remaining techno stressors such as techno-complexity, techno-invasion and techno-uncertainty did not establish any correlation with the adaptation of Education 5.0. Significant relationship between Transversal Competencies and Adaptation of Education 5.0 was established which implies the key competencies required as connecting link in the realization of rehumanizing education. Intrapersonal skills and Global Citizenship emerged as predictors of the Adaptation to Education 5.0.

These findings provide valuable insights into the characteristics, experiences, and perceptions of public elementary school teachers in the Province of Laguna. The study emphasizes the importance of reducing the effect of technostress through literacy facilitation, technical support provision, and involvement facilitation to ensure the quality of teaching performance, productivity, and well-being of teachers.  Further effort should be directed towards improving their technology adaptation to better facilitate learning and continue enhancing their transversal competencies to become more flexible, resilient and innovative which is geared towards the adaptation of Education 5.0.