Universities combine responsible AI use guidelines, accessible technical support, AI literacy training, and assessment-embedded critical evaluation activities to address AI learning anxiety¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the observed associations, the article recommends that "universities could operationalize these forms of support through concrete institutional strategies, particularly by developing responsible AI use guidelines and establishing accessible technical-support mechanisms". Guidelines should cover appropriate uses, disclosure, verification of AI-generated content, privacy, and academic integrity. Universities could also offer AI literacy courses, train faculty, and embed support in learning activities where students evaluate AI-generated content against assessment criteria, correct inaccuracies, and apply feedback, giving repeated practice in judging AI outputs and managing anxiety.

Design Implications¶

Context¶

Requirements¶

• Institutional commitment to guidelines, visible technical-support mechanisms, and faculty capacity to guide AI-supported learning

Constraints¶

• The article frames these as implications of observational associations; it states the design cannot establish causal effects, and findings are most directly applicable to students with prior AI-tool experience in Chinese universities

Target Learners¶

• undergraduates with AI-tool experience at universities

Target Learning Goals¶

• confidence in using AI, recognition of AI's educational value, and lower AI learning anxiety

Affordances¶

• Cvt Tam Support Model Ai Learning Anxiety

Related Strategies¶

• Provide accessible guidelines, training materials, or workshops to help students understand responsible GenAI use
• Provide explicit instructional boundary cues, process-oriented assessment, and peer modeling of verification to frame responsible GenAI use
• Support faculty UDL uptake through shared resources, discussion forums, responsive accessibility services, and recognition of accessible design work
• Address debilitating technology anxiety through supportive low-stakes introductory experiences while preserving the critical stance that accompanies it
• Design plugged CT experiences to be accessible and appealing to girls, and address technology-related anxiety through supportive, culturally relevant designs
• Provide institutional support: regular GenAI workshops, subsidized access to advanced tools, reliable resources, and curriculum inclusion

Examples¶

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Key Sources¶

• Jiang H, Chen B and Chen Q (2026). Multidimensional perceived school support and AI learning anxiety among university students: the mediating roles of control-value appraisals. Front. Psychol. 17:1951992. https://doi.org/10.3389/fpsyg.2026.1951992