Mitigating Educator Burnout through Generative AI Integration: A Comprehensive Literature Review of Assessment and Pedagogical Transformation in Higher Education

The rapid assimilation of Generative Artificial Intelligence (GenAI) within higher education has precipitated a significant shift in faculty roles, characterized by a tension between pedagogical revolution and professional exhaustion. This research journal employs the Seven-Step Comprehensive Literature Review (CLR) methodology to analyze the multifaceted impact of GenAI on educator burnout. Synthesizing evidence from 29 empirical and theoretical sources, the study identifies "AI-induced educational anxiety"—driven by skills gaps and role identity threats—as a primary stressor. Conversely, findings demonstrate that strategic integration through administrative automation and assessment redesign can reclaim up to 80% of planning time and accelerate grading by a factor of ten. By reconciling the "Creativity Paradox" through the lens of Augmented Learning and Critical Media Literacy, this review provides a framework for institutional governance that prioritizes human empathy and high-level innovation over substitutive automation.