TECHNOSTRESS AND PROFESSIONAL PERFORMANCE: ASSESSING THE IMPACT OF AI PLATFORMS ON HIGHER EDUCATION STAFF

Abstract

The rapid integration of Artificial Intelligence (AI) platforms within higher education institutions has fundamentally altered the occupational landscape for academic and administrative staff. Grounded in the Transactional Model of Stress and Coping and the Job Demands-Resources (JD-R) model, this study investigates the relationship between AI-induced technostress creators (techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty) and professional performance among higher education staff (N = 342). Structural Equation Modeling (SEM) was deployed to analyze the mediating role of psychological burnout and the moderating effect of organizational digital support. The findings indicate that techno-overload and techno-complexity exert a significant negative impact on task performance, largely mediated by emotional exhaustion. Conversely, digital support mechanisms significantly attenuate these adverse effects. Implications for institutional policies and psychological interventions in academic settings are discussed.