Teachers’ Technological, Pedagogical, and Content Knowledge related to Artificial Intelligence as a Protective Factor Against Technostress and Techno-anxiety

<ns3:p>The integration of information technology in education, including AI tools, may induce anxiety and serve as a source of significant technostress. A potential mitigating factor for both phenomena is teachers’ technological, pedagogical, and content knowledge related to AI (AI-TPACK). This hypothesis was examined in a cross-sectional, correlational study involving 364 students in teacher training programs and 55 in-service teachers. Data were collected using standardized instruments: the Abbreviated Technology Anxiety Scale (Wilson et al., 2023), the Person-Environment Fit Scale of Technostress (Wang et al., 2020), and the Intelligent Technological, Pedagogical, and Content Knowledge Scale (Celik, 2023). Results indicated low levels of techno-anxiety and technostress and moderate levels of AI-TPACK in both groups. As expected, techno-anxiety and technostress were strongly and positively correlated, while both were negatively associated with AI-TPACK. Moreover, AI-TPACK significantly moderated the relationship between techno-anxiety and technostress in selected configurations. The findings are discussed in the context of international literature, highlighting their practical implications.</ns3:p>