NAVIGATING EMOTIONAL CHALLENGES: FACULTY RESPONSES TO AI INTEGRATION IN HIGHER EDUCATION

The incorporation of Generative Artificial Intelligence (AI) technologies into educational environments has resulted in remarkable transformations, offering both prospects and difficulties. The processes and outcomes could be more efficient with AI intrusion to make personalized teaching and learning in students and teachers by challenges are to be addressed in this process. This study examines the emotional stress that faculty members encounter as they deal with the complexities brought about by AI in several aspects of their professional work and growth. The study adopted both quantitative and qualitative approach with two major concerns. Primarily, how teachers are managing the situation and second, how teachers perceive the AI intrusion on their emotional strain. The survey encompasses multiple aspects, such as the teachers' understanding of Generative AI integration in learning settings and their individual experiences with survey. Results found that many educators experience emotional strain and stress due to the perceived misalignment of AI tools with traditional teaching methods and the reduction in quality teacher-student interactions. Many faculty members also expressed uncertainty regarding the long-term implications of AI on their roles and job security. The shift toward AI-driven learning systems has led to a perceived erosion of pedagogical autonomy and personalized human interaction. Additionally, there is a notable demand for institutional support and targeted training to help educators adapt emotionally and professionally to the AI-integrated teaching landscape. The key findings emphasize that it is importance to address the emotional strain of faculty members as AI continues to play an integral role in higher education.