Artificial Intelligence in Education: Innovation vs. Technostress and Technology Anxiety – Research Insights
Nataliia Demeshkant1 ✉️, Sławomir Trusz2 ✉️ 1University of the National Education Commission, Krakow, Poland 2WSB University, Dabrowa Gornicza, Poland
Cite as: Demeshkant, N. and Trusz, S. (2025, May). Artificial Intelligence in Education: Innovation vs. Technostress and Technology Anxiety - Research Insights. In SCS 2025, 2nd International Conference on Social Contexts of Science (p. 32). Wrocław University of Science and Technology, Poland.
Abstract
Technological progress is profoundly enhancing the effectiveness of education. Artificial Intelligence (AI) is an essential tool in this revolution. AI-driven applications and software are successfully used to teach different courses and subjects. However, its effectiveness depends on users having minimal anxiety toward new technologies and avoiding technostress. One of the key protective factors against the negative impact of emotional variables is competence in using AI for teaching and learning. An important tool for measuring this process is the Technological, Pedagogical, and Content Knowledge related to AI (TPACK-AI). This study explored the relationship between TPACK-AI, technostress, and teachers' anxiety toward new technologies. 340 respondents participated in the study. Data were collected using standardized tools: Celik’s TPACK-AI Questionnaire, Wilson’s Abbreviated Technology Anxiety Scale, and Wang’s Technostress Scale. The findings indicate a significant negative correlation between the analyzed variables. Moreover, TPACK-AI appears to alleviate symptoms of technostress and anxiety, potentially improving teaching effectiveness. The results are discussed concerning recent literature and their practical implications for education.
Keywords
Artificial intelligence, Educational process, TPACK, Technostress, Technology-related anxiety
Current status of the research is: Work-in-progress
Potential collaboration with Authors
I am interested in collaborating on AI in education at different levels, enhancing teachers' competencies, and promoting education for sustainable development. I am looking for partners with expertise in these areas, particularly those who have a strong background in educational technology, curriculum development, or sustainability in education. I offer experience in integrating AI solutions, designing teacher training programs, and contributing to innovative educational projects aimed at fostering sustainable practices.