This study investigates the moderating role of digital literacy in the relationship between techno-stress and the continuance intention to use online instructional technology among K-12 teachers in China. The rapid integration of digital tools in education has led to increased levels of techno-stress, characterized by factors such as techno-insecurity, techno-uncertainty, and varying levels of ICT self-efficacy. While previous research has highlighted the negative impacts of techno-stress on teachers' technology adoption, this study explores how digital literacy may buffer these adverse effects. Utilizing a quantitative approach, data were collected from a representative sample of K-12 teachers through structured questionnaires. The findings reveal that digital literacy significantly moderates the relationship between techno-stress factors and continuance intention, suggesting that higher levels of digital literacy can mitigate the negative impacts of techno-stress, thereby promoting sustained technology use. These results underscore the importance of enhancing digital literacy among teachers to ensure effective and lasting integration of online instructional technologies in educational settings.