Impacto del uso de ChatGpt en el tecnoestrés académico de los docentes universitarios

Abstract

Abstract: One of the aspects that has evolved incrementally in a short period is the use of information and communication technologies. In the academic sphere, technology has greatly facilitated the processes involved in interacting with students, streamlining communication and activity management. This ensures not only the effectiveness of pedagogical tasks in the classroom but also the processes of grading and monitoring students. Technology is part of daily life and is fundamental to the teaching-learning process. The incorporation of Artificial Intelligence tools in higher education has been a significant contribution to the scientific community, and in the field of teaching, it has allowed for the optimization of research processes, the automation of tasks, and the development of academic materials that, together, facilitate activities for both teachers and students. All these advances, while a great help today, also pose a risk of mental health problems in the field of occupational health, due to difficulties in technological adaptation, especially for older teachers who are not accustomed to using new technologies. This study aims to analyze the impact of ChatGPT use on academic technostress in university professors over 50 years of age, considering the psychosocial dimension of occupational health. The mixed-methods approach allowed for the identification of technostress levels in professors associated with AI use. The results have shown that frequent use of this tool increases technostress, and even with ongoing training, its use is complex for the older adult population.