Examining the Relationship Between Artificial Intelligence Literacy, Attitudes Toward Artificial Intelligence, and Technostress Among University Students

Artificial intelligence (AI) technologies have rapidly permeated educational contexts, influencing students’ learning processes and digital experiences. This study aimed to examine the interrelationships among AI literacy, attitudes toward AI, and technostress in undergraduate students. A cross-sectional, descriptive, and correlational design was employed. Data were collected in June 2025 from 400 undergraduate students enrolled in the Faculties of Health Sciences, Education, Arts and Sciences, and Engineering at Artvin Çoruh University. Data collection instruments included a Sociodemographic Information Form, the Artificial Intelligence Literacy Scale (AILS), the General Attitudes Toward Artificial Intelligence Scale (GAAIS), and the Technostress Scale. Descriptive statistics, Pearson’s correlation, and multiple regression analyses were conducted using SPSS 26.0. The results indicated that positive attitudes toward AI were significantly and positively correlated with AI literacy, whereas technostress showed negative associations with both positive attitudes and the evaluation subdimension of AI literacy. Regression analysis further revealed that academic achievement (GPA), IT comp