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Impact of AI- driven technostress on students' mental health and psychological wellbeing: contextual insights.

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Title: Impact of AI- driven technostress on students' mental health and psychological wellbeing: contextual insights.
Authors: Asad, Muhammad Mujtaba1,2 (AUTHOR) m.mujtaba@iba-suk.edu.pk, Erum, Darakhshan1 (AUTHOR) darakshan.mphils21@iba-suk.edu.pk, Nawab, Ali1 (AUTHOR) ali.nawab@iba-suk.edu.pk, Almusharraf, Norah2 (AUTHOR) nmusharraf@psu.edu.sa
Source: Health Education (0965-4283). 2026, Vol. 126 Issue 4, p586-600. 15p.
Subject Terms: *Qualitative research, *Graduate students, *Artificial intelligence, *Decision making, *Confidence, *Information technology, *Research methodology, *Case studies, *Masters programs (Higher education), Digital technology, Mental health, Interviewing, Psychological well-being, Judgment sampling, Thematic analysis, Psychosocial factors, Self-perception
Geographic Terms: Pakistan
Abstract: Purpose: The widespread integration of digital tools has revolutionized work worldwide. Similarly, the integration of AI technology into higher education has altered the learning landscape for students. While there are numerous advantages associated with the use of these tools to enhance productivity, there is also a notable downside. Design/methodology/approach: This research study has employed a case study research design to explore the manifestation of Techno-stressors on the psychological well-being of post-graduate students of a private sector higher education instituion (HEI) of Sukkur, Pakistan. The study intertwined five elements of technostress "Techno-insecurity, Techno-overload, Techno-complexity, Techno-invasion and Techno uncertainty addressing three dimensions of PWB "Autonomy, Personal Growth and Self-Acceptance". The data collection phase utilized a semi-structured interview guide. The data were collected using purposive sampling approach and analyzed via thematic analysis. Participants of the study were post-graduate students of one of the prestigious degree-awarding HEIs at Pakistan. Findings: The findings shed light on the nuanced ways in which AI-Technostress affects psychological well-being, including comparison, exhaustion, nervousness, anxiety, distractions, techno-reliance, biased decision-making, negative self-perception, low self-confidence, multitasking, withdrawal etc. The discoveries underline the need to integrate digital training into educational plans. Such drives can engage students to explore innovation with more noteworthy strength and mindfulness. In the practical realm, educational institutions can utilize the findings of the study to re-examine their mechanical framework, guaranteeing that it aligns with students' requirements and limits likely stressors. Practical implications: This research not only enhances our understanding of this evolving phenomenon but also offers actionable insights for educators, policymakers and institutions to create a more supportive and well-being-focused learning environment. Originality/value: The study is significant because it uses the example of a group of people who are thought to be more susceptible to getting influenced by the adverse consequences of AI-Technostress for their psychological well-being. Moreover, the review also shed light on the core insights of the recent literature on this prevailing phenomenon from a global perspective. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Purpose: The widespread integration of digital tools has revolutionized work worldwide. Similarly, the integration of AI technology into higher education has altered the learning landscape for students. While there are numerous advantages associated with the use of these tools to enhance productivity, there is also a notable downside. Design/methodology/approach: This research study has employed a case study research design to explore the manifestation of Techno-stressors on the psychological well-being of post-graduate students of a private sector higher education instituion (HEI) of Sukkur, Pakistan. The study intertwined five elements of technostress "Techno-insecurity, Techno-overload, Techno-complexity, Techno-invasion and Techno uncertainty addressing three dimensions of PWB "Autonomy, Personal Growth and Self-Acceptance". The data collection phase utilized a semi-structured interview guide. The data were collected using purposive sampling approach and analyzed via thematic analysis. Participants of the study were post-graduate students of one of the prestigious degree-awarding HEIs at Pakistan. Findings: The findings shed light on the nuanced ways in which AI-Technostress affects psychological well-being, including comparison, exhaustion, nervousness, anxiety, distractions, techno-reliance, biased decision-making, negative self-perception, low self-confidence, multitasking, withdrawal etc. The discoveries underline the need to integrate digital training into educational plans. Such drives can engage students to explore innovation with more noteworthy strength and mindfulness. In the practical realm, educational institutions can utilize the findings of the study to re-examine their mechanical framework, guaranteeing that it aligns with students' requirements and limits likely stressors. Practical implications: This research not only enhances our understanding of this evolving phenomenon but also offers actionable insights for educators, policymakers and institutions to create a more supportive and well-being-focused learning environment. Originality/value: The study is significant because it uses the example of a group of people who are thought to be more susceptible to getting influenced by the adverse consequences of AI-Technostress for their psychological well-being. Moreover, the review also shed light on the core insights of the recent literature on this prevailing phenomenon from a global perspective. [ABSTRACT FROM AUTHOR]
ISSN:09654283