Negative emotional states arising among higher education educators during the use of artificial intelligence technologies

Abstract

This article analyzes, from a scientific-psychological perspective, the negative emotional states that may arise among higher education faculty members during the use of artificial intelligence (AI) - specifically, generative AI tools. Based on an integrative literature review and conceptual analysis, the study synthesizes scholarly sources published between 2007 and 2026 regarding technostress, AI anxiety, teacher well-being, professional identity, digital competence, and the adoption of generative AI. The analysis identifies seven primary forms of negative emotional responses to AI among higher education educators: technological anxiety, lack of confidence in competence, apprehension regarding professional roles and the future, concerns about ethical responsibility, cognitive-emotional strain, frustration, and emotional exhaustion. We interpret these states not as isolated incidents, but as a systemic process shaped by the interplay of technological demands, individual resources, and institutional support.