THE IMPACT OF ARTIFICIAL INTELLIGENCE USE IN THE EDUCATIONAL PROCESS ON THE PSYCHOLOGICAL STABILITY AND PROFESSIONAL IDENTITY OF THE EDUCATOR
Abstract
This article examines the impact of using artificial intelligence technologies in the educational process on teachers' psychological stability, stress and digital workload, professional identity, self-confidence and reflection, as well as digital competence. A survey was conducted with 214 general education and higher education teachers based on a descriptive correlational design. Scales were used to measure psychological stability and digital fatigue, professional identity, self-confidence and reflective practice, as well as digital competence and the intensity of artificial intelligence use [1, 2, 6, 9, 11, 12, 19]. Results show that high digital competence and self-confidence in using artificial intelligence increase teachers' levels of professional satisfaction, happiness, and professional identity [2, 3, 9, 11, 18, 19], while potentially reducing digital fatigue and work-related stress [1, 4, 6, 12]. However, it was found that insufficient preparation and institutional support can lead to increased workload, technological anxiety, and role confusion, weakening psychological stability [6, 8, 10, 13, 15, 16]. The findings emphasize the need to develop policies and professional development programs that prioritize teachers' mental well-being and professional identity when implementing artificial intelligence.