The present study investigates the ramifications of technostress on academic productivity within the Indian university student population. Specifically, it scrutinizes the mediating dynamics between psychological well-being and learning burnout in the associations above. A quantitative technique used in this inquiry is described as cross-sectional. A purposive sampling technique was utilized to select students from various universities who engage regularly with digital technologies as an integral component of their sustainable academic activities. The findings indicate that technostress adversely affects academic productivity, with elevated levels correlating with diminished productivity. Burnout serves as a partial mediator in this relationship, suggesting that technostress exacerbates emotional exhaustion and fatigue. Nevertheless, the correlation between technostress and well-being is not statistically significant. The study elucidates the influence of technostress on academic productivity, demonstrating that student psychological well-being does not mediate the relationship. Conversely, student learning burnout is identified as a partial mediator, indicating that the detrimental effects of technostress are more profoundly mediated by emotional exhaustion and fatigue. This research contributes novel insights into how technostress influences students' academic productivity, highlighting the pivotal role of student learning burnout as a crucial pathway in this interaction of sustainable education in the digital era.