The Lived Experiences of College Students Navigating Technostress Through AI Learning Tools

Abstract

This qualitative phenomenological study explored the experience of college students in navigating technostress while using AI learning tools in higher education. Through purposive sampling, 10 undergraduate students who use AI tools such as ChatGPT or AI‑integrated learning management systems for at least one month were invited to participate in semi‑structured interviews. Thematic analysis yielded nine themes across four dimensions: affective, behavioral, cognitive and ethical reflecting students’ emotional strain, patterns of reliance, metacognitive regulation and academic integrity concerns. Findings showed that unclear institutional policies and inconsistent faculty expectations intensify technostress while students cope through peer support, self‑imposed digital boundaries and critical verification of AI‑generated outputs. Participants articulated tensions between efficiency and originality. The study emphasizes the need for culturally grounded AI literacy, clearer guidelines on responsible AI use, and supportive learning environments that foster critical thinking, academic integrity and sustainable technology practices in line with quality and well‑being goals in higher education.

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