Abstract
Universities worldwide are rapidly integrating artificial intelligence (AI) into teaching and learning, propelled by innovation agendas, global competition, and national technology strategies. Yet, this institutional enthusiasm often outpaces both pedagogical readiness and ethical clarity. While existing research on AI anxiety focuses on psychological traits and academic outcomes, the role of institutional practices and pedagogical ambiguities in shaping students’ anxieties remains underexplored.
This study draws on 11 in-depth interviews with undergraduate students at the University of Hong Kong, exploring how institutional practices and pedagogical ambiguities contribute to students’ AI-related anxieties. Using Wang and Wang’s (2022) four-dimensional AI Anxiety framework (learning anxiety, configuration anxiety, job displacement anxiety, and sociotechnical blindness), the analysis reveals that students’ anxiety is not only rooted in personal capability gaps but also in institutional ambiguity, inconsistent guidance, and perceived misalignment between AI promotion and ethical preparedness.
The findings underscore the need for universities to address these anxieties through enhanced AI literacy programs, ethical training, and transparent governance to ensure equitable and inclusive AI integration in higher education.
Presenter(s) / Author(s)
