Technostress has been a matter of interest to academic scholars for the last couple of decades. The phenomenon occurs when a person perceives the increasing use of technology as a threat instead of a positive challenge or a new experience of technostress. Recent research studies report that the presence of technostress among professionals has become a factor responsible for affecting performance, productivity, satisfaction, burnout, work-family conflict, and physical or mental health issues. The recent shift towards technology-based learning during the pandemic in Pakistan increased the proliferation of digital devices in academic processes. Online learning due to Covid-19 has compelled students to use technology to join classes and seminars as well as do assignments and assessments online. This becomes a matter of further concern in vocational education as excessive use of technology may lead to technostress among students if they perceive technology as a threat. This study aims to explore the impact of technostress on students’ productivity, satisfaction, and commitment to vocational education. To serve this purpose, a sample of 300 students from vocational education programs was collected, and different quantitative tests were performed. The results obtained from statistical analysis showed that despite facing technostress, students were satisfied and committed to their program of study. They had no intention of leaving their ongoing learning. As per the results, the productivity of the students of vocational education was not affected by technostress.