Document Type : Original Article
Authors
1 Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran
2 Professor, Department of Educational Sciences, University of Tabriz
Abstract
Purpose: The rapid integration of artificial intelligence (AI) technologies in higher education offers significant opportunities but also introduces technostress among university faculty. This study qualitatively explores faculty members’ lived experiences of technostress in the context of AI-based learning environments.
Methodlogy: This qualitative study employed an interpretive phenomenological approach. Twenty-one faculty members from the University of Tabriz and Farhangian University of Tabriz were purposefully selected. Data were collected through semi-structured interviews and analyzed using Colaizzi’s seven-step method. The trustworthiness of findings was ensured through the criteria of credibility, transferability, dependability, and confirmability.
Findlings: The data analysis revealed four main themes: antecedents of technostress (individual–psychological factors, educational–organizational conditions, the nature of technology, and environmental–social norms); consequences and impacts (weakened teaching–research performance, threats to professional quality of life, and psychological challenges); professional growth and adaptation of faculty in the face of technostress (teaching innovation, development of digital skills, enhanced research opportunities, and increased flexibility); and management strategies (individual strategies, organizational support, and policy and planning measures).
Conclusion: Despite differing views on the positive or negative nature of technostress, this phenomenon can influence faculty members’ mental health, professional quality of life, and academic productivity. At the same time, beyond its negative effects, it may also provide opportunities for professional growth, instructional innovation, and the development of digital skills.
Value: This study contributes to a deeper understanding of the interplay between emerging technologies, organizational environments, and faculty well-being, offering practical strategies to empower faculty members and design digital learning environments.
Keywords
Main Subjects
)