Navigating the AI revolution: the association between Artificial Intelligence anxiety, learning engagement, and career expectations
TL;DR
It is suggested that excessive anxiety surrounding AI may hinder students’ academic involvement and reduce confidence in future career prospects, while greater engagement in learning contributes to more positive career expectations.
Abstract
The rapid advancement of artificial intelligence (AI) has transformed higher education by reshaping students’ learning experiences and influencing their perceptions of future career opportunities. While AI offers significant educational and professional benefits, it has also generated concerns regarding its potential impact on employability, skill development, and career readiness. This study examined the relationships among artificial intelligence anxiety, learning engagement, and career expectations among university students in Pakistan. A quantitative cross-sectional research design was employed, and data were collected through an online questionnaire from university students using a convenience sampling approach. Validated and widely adopted research instruments were utilized to measure AI anxiety, learning engagement, and career expectations. The collected data were analyzed using the Statistical Package for the Social Sciences (SPSS), applying descriptive statistics, Pearson correlation, multiple linear regression, independent samples t-tests, and one-way analysis of variance to examine relationships and differences among the study variables. The findings revealed that artificial intelligence anxiety was negatively associated with both learning engagement and career expectations, whereas learning engagement demonstrated a positive relationship with students' career expectations. These findings suggest that excessive anxiety surrounding AI may hinder students’ academic involvement and reduce confidence in future career prospects, while greater engagement in learning contributes to more positive career expectations. The study contributes to the growing body of knowledge on the psychological and educational implications of AI in higher education and highlights the importance of fostering AI literacy, digital competence, and adaptive learning environments. The findings provide valuable implications for educators, university administrators, career development professionals, and policymakers in designing evidence-based educational strategies that enhance students’ preparedness for an AI-driven workforce while minimizing technology-related anxiety.