Examining Learning Anxiety in AI-Enhanced Educational Environments Among Urban Lecturers

This study investigates the anxiety educators face regarding artificial intelligence (AI)-based learning. Employing a quantitative, observational methodology, the research utilized linear regression analysis with SPSS 23 and a cross-sectional design, involving a sample of 102 lecturers (51 male and 51 female) from state and private universities in Jakarta, selected through purposive sampling. The findings indicate that lecturers predominantly expressed neutral or disagreeing stances towards fears associated with AI learning, with male professors tending towards neutrality and female lecturers more likely to disagree. No significant influence of gender and age on AI learning anxiety was found. The integration of AI in higher education is perceived as beneficial, fostering a desire for knowledge acquisition, despite some reservations. Educators generally support AI utilization in academia if their concerns are considered. This study is limited by its small sample size and focus on a single geographic region. Future research could expand these findings by investigating the impact of AI knowledge and subjective norms on learning anxiety, exploring demographic features beyond gender and age, and gaining a deeper understanding of lecturers’ apprehensions over AI.