Reducing Teachers’ Techno-anxiety and Technostress through AI-TPACK

Abstract

The use of information technology in education, including AI-based tools, can lead to increased anxiety and become a significant source of technostress. One possible mitigating factor for these effects is teachers' knowledge of technology, pedagogy and content related to artificial intelligence (AI-TPACK). This hypothesis was examined in a cross-sectional correlational study involving pre-service teachers. The results showed low levels of technical anxiety and technostress and moderate levels of AI-TPACK. Techno-anxiety and technostress were strongly and positively correlated, while both were negatively associated with AI-TPACK. Moreover, AI-TPACK significantly moderated the relationship between techno-anxiety and technostress in selected configurations. In line with the assumed buffering function of AI-TPACK, the relationship between anxiety and stress was strongest among teachers with the lowest knowledge.