The increasingly ubiquitous use of information and communication technologies (ICTs) in education have brought vast boons to educators and learners but also caused technostress for some of them due to their maladaptation to ICT-supported work and learning. Scientific research on technostress in educational settings has been growing ever since this concept was first proposed in 1984 in the business sector. However, there is currently no systematic understanding of prior research on this issue. The present study aimed to bridge this gap by reviewing previous publications related to technostress in education through the bibliometric analysis approach, involving the joint use of Bibliometrix, CiteSpace, and VOSviewer. Based on the analysis of 125 publications retrieved from Scopus and Web of Science, this study found that the annual scientific production increased slowly from 1991 to 2018 but skyrocketed from 2019 to 2022, coinciding with widespread online learning caused by COVID-19. Most papers were published by the following countries: China, the USA, Spain, Malaysia, and India. The salient research themes included the effect of COVID-19 on technostress, technostress in higher education, technostress among teachers, and countermeasures against technostress. Thematic evolution analysis revealed the development of this topic over time. This study also identified the most productive authors, institutions, and landmark publications in this research field. This study facilitates a better understanding of technostress research in educational settings spanning about three decades and can inspire countermeasures against this issue so as to maximize the bright side associated with the use of ICT.