Artificial Intelligence and Academic Work: AI Anxiety and Perceived Job Security Among University Faculty in Jordan

Abstract

This study examines the levels of artificial intelligence (AI) anxiety and job security among faculty members at Ajloun National University. It also assesses differences in these two variables by gender, college, years of experience, academic rank, and level of AI tool use. In addition, the study explores the nature of the correlation between AI anxiety and job security. A descriptive-correlational approach was employed to achieve the study’s objectives. The study sample consisted of 150 faculty members from Ajloun National University who completed AI anxiety and job security scales. The results show that faculty members have a moderate level of AI anxiety (M = 2.76, SD = 0.66), while their level of job security is high (M = 3.72, SD = 0.91). The results also show no statistically significant correlation between AI anxiety and job security (r = −0.024, p = 0.772). The results further indicate statistically significant differences in AI anxiety levels based on years of experience (F = 3.743, p = 0.026), favoring faculty members with 5–10 years of experience. Moreover, statistically significant differences were found in AI anxiety according to the level of AI tool use (F = 7.010, p = 0.001), favoring faculty members with moderate use. However, no statistically significant differences in AI anxiety were found based on gender (F = 0.057, p = 0.812), college (F = 0.040, p = 0.842), or academic rank (F = 1.914, p = 0.151). Furthermore, statistically significant differences were found in job security according to the level of AI tool use (F = 6.218, p = 0.003), favoring faculty members with moderate AI use. Finally, no statistically significant differences in job security were found based on gender (F = 0.050, p = 0.823), years of experience (F = 0.645, p = 0.526), college (F = 1.398, p = 0.239), or academic rank (F = 1.885, p = 0.156). The study findings indicate that faculty members approach artificial intelligence with a degree of awareness and professional caution. They recognize its potential to enhance academic work while still harboring concerns related to its challenges. The findings also underscore the need for training and institutional policies that support the responsible use of AI, thereby fostering professional confidence and job security among faculty members.