Pedagogical Anxiety in the Age of AI

Abstract

This study investigates the dimensions of pedagogical anxiety among faculty at Debre Berhan University in Ethiopia as artificial intelligence (AI) reshapes instructional roles and authority. Drawing on a quantitative survey of 143 faculty members, the research explores four domains of anxiety: pedagogical role, instructional judgment, classroom authority, and communication disruption. Findings indicate that younger, less experienced faculty and those in AI-intensive disciplines such as Business and Economics report higher anxiety levels. Statistically significant differences were observed across demographic and disciplinary variables. The study highlights the urgent need for context-specific faculty development, institutional AI policy, and emotional support structures. It contributes to emerging literature on AI integration in higher education, particularly in underrepresented global South contexts.