Job burnout among university teachers has become an increasing concern in the context of artificial intelligence integration in higher education. As core contributors to teaching quality and academic innovation, university teachers may perceive artificial intelligence as a potential threat to their professional roles, which can heighten burnout and affect educational outcomes. This study investigates the impact of artificial intelligence awareness on job burnout among university teachers and examines the chain mediating roles of perceived organizational support and organizational commitment. A total of 434 university teachers completed validated scales for artificial intelligence awareness, job burnout, perceived organizational support, and organizational commitment. Data were analyzed using SPSS Statistics 26 and the PROCESS macro version 4.0 (Model 6). The results showed that artificial intelligence awareness positively predicted job burnout, while perceived organizational support and organizational commitment were negatively associated with it. Both perceived organizational support and organizational commitment mediated the relationship between artificial intelligence awareness and burnout, and a significant chain mediation effect was observed. These findings indicate that artificial intelligence awareness may increase job burnout among university teachers, but strong perceived organizational support can enhance organizational commitment, jointly reducing this effect. The study clarifies the mechanism linking artificial intelligence awareness to job burnout and provides guidance for mitigating AI-related burnout in higher education.
Xingyu Zhou (2025) studied this question.