Teacher Well-Being in the Age of Artificial Intelligence: Emerging Challenges and Pedagogical Implications
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| Natura: | Recurso digital |
| Lingua: | Antico inglese |
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Zenodo
2026
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| _version_ | 1866902242336964608 |
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| author | Dang Anh Thu, |
| author_facet | Dang Anh Thu, |
| contents | <p>The rapid expansion of artificial intelligence (AI), particularly generative technologies such as ChatGPT, has significantly transformed educational practices and reshaped traditional teaching roles. While AI offers various benefits, including administrative efficiency, personalized learning support, and improved access to educational resources, its integration also presents substantial psychological and professional challenges for educators. This study employs a narrative literature review approach to examine the relationship between AI integration and teacher well-being in higher education contexts. Relevant studies published between 2020 and 2025 were collected from academic databases including Google Scholar, Scopus, and ScienceDirect and analyzed thematically. The review identifies several major issues associated with AI adoption in education, including technostress, cognitive overload, emotional exhaustion, professional identity tension, and concerns regarding academic integrity. The findings suggest that many teachers continue to experience uncertainty when adapting to rapidly evolving technological environments, particularly in contexts where institutional support and professional training remain insufficient. At the same time, the literature emphasizes that teachers continue to play a vital role in supporting critical thinking, ethical awareness, and human-centered learning experiences. This paper argues that sustainable AI integration should prioritize teacher well-being alongside technological innovation. Educational institutions should therefore provide continuous professional development, clearer ethical guidelines, and collaborative support systems to help educators navigate AI-mediated learning environments more effectively.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_20374612 |
| institution | Zenodo |
| language | ang |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Teacher Well-Being in the Age of Artificial Intelligence: Emerging Challenges and Pedagogical Implications Dang Anh Thu, teacher well-being; artificial intelligence; technostress; professional identity; higher education <p>The rapid expansion of artificial intelligence (AI), particularly generative technologies such as ChatGPT, has significantly transformed educational practices and reshaped traditional teaching roles. While AI offers various benefits, including administrative efficiency, personalized learning support, and improved access to educational resources, its integration also presents substantial psychological and professional challenges for educators. This study employs a narrative literature review approach to examine the relationship between AI integration and teacher well-being in higher education contexts. Relevant studies published between 2020 and 2025 were collected from academic databases including Google Scholar, Scopus, and ScienceDirect and analyzed thematically. The review identifies several major issues associated with AI adoption in education, including technostress, cognitive overload, emotional exhaustion, professional identity tension, and concerns regarding academic integrity. The findings suggest that many teachers continue to experience uncertainty when adapting to rapidly evolving technological environments, particularly in contexts where institutional support and professional training remain insufficient. At the same time, the literature emphasizes that teachers continue to play a vital role in supporting critical thinking, ethical awareness, and human-centered learning experiences. This paper argues that sustainable AI integration should prioritize teacher well-being alongside technological innovation. Educational institutions should therefore provide continuous professional development, clearer ethical guidelines, and collaborative support systems to help educators navigate AI-mediated learning environments more effectively.</p> |
| title | Teacher Well-Being in the Age of Artificial Intelligence: Emerging Challenges and Pedagogical Implications |
| topic | teacher well-being; artificial intelligence; technostress; professional identity; higher education |
| url | https://doi.org/10.5281/zenodo.20374612 |