From Resistance to Resilience: Navigating AI Anxiety among University Students through Pedagogical Support and Digital Scaffolding

The rapid integration of generative artificial intelligence in higher education has introduced unprecedented pedagogical opportunities, alongside significant psychological barriers for diverse learners. Chief among these barriers is artificial intelligence anxiety a multifaceted apprehension encompassing fears of cognitive deskilling, job replacement, and accidental plagiarism. This study investigates how structured pedagogical support and digital scaffolding can facilitate a transition from technological resistance to academic resilience. Utilizing a sequential explanatory mixed-methods design, the research assessed the anxiety levels of 187 undergraduate students in Eastern Europe before and after an eight-week digital scaffolding intervention. Quantitative data revealed that prior to the intervention, 71.1% of participants exhibited high or critical levels of anxiety. Following the structured integration of prompt engineering templates and process-oriented policies, statistical analyses demonstrated a significant reduction in overall anxiety, alongside notable improvements in technology acceptance. Subsequent qualitative thematic analysis of in-depth interviews (N=17) provided explanatory insights, indicating that the demystification of algorithms, the restoration of creative agency, and the establishment of clear ethical boundaries were primary mechanisms for alleviating distress. Ultimately, this study informs good practice and contributes to the development of policy by offering a robust, inclusive framework for educators seeking to cultivate digital resilience.