Ts. Dr. Raihani Mohamed

Senior Lecturer, Core Researcher

Institute for Social Science Studies (IPSAS) & Faculty of Computer Science and Information Technology, Universiti Putra Malaysia (UPM)

Artificial Intelligence (AI) is often hailed as a hallmark of technological advancement that has made human life easier and more efficient. However, beneath the excitement surrounding this digital revolution lies an emerging psychological phenomenon that is increasingly affecting the younger generation, particularly secondary school students and university students: ‘AI Anxiety’. 

This phenomenon refers to excessive feelings of anxiety, fear, and unease about the future arising from the rapid development of AI technology. While previous generations generally viewed technology as a tool designed to assist humans, today’s younger generation, having grown up as digital natives, is beginning to perceive AI as an intruder that threatens both their livelihoods and their sense of self-worth.

One of the main causes of this anxiety is career uncertainty. Students are frequently exposed to narratives suggesting that entry-level positions in areas such as content writing, basic graphic design, computer programming, and data analysis are increasingly being replaced by AI. This situation can create a sense of hopelessness: “Why should I spend years working hard to gain knowledge and qualifications if AI software can perform my tasks within five seconds?”

This psychological burden becomes even more severe when young people are confronted with the expectations and attitudes of employers in today’s rapidly changing workplace. In an effort to reduce costs and increase efficiency, many employers now expect entry-level candidates to demonstrate skills comparable to those of experienced employees, assuming that new recruits should already be capable of handling complex tasks using AI tools.

This creates a difficult dilemma for fresh graduates. Entry-level positions involving routine tasks are increasingly being automated by AI, while the remaining positions often require substantial experience and a high level of AI proficiency from the very first day of employment.

As a result, young people may experience identity confusion and decision paralysis. They may become hesitant when choosing a field of study because they fear that the knowledge and skills they acquire could become obsolete by the time they graduate. To make matters worse, sensationalised content on social media, which frequently highlights exaggerated warnings about AI capabilities, can further intensify imposter syndrome and emotional exhaustion among young people.

This is where educators and educational institutions must play a crucial role in guiding the younger generation. Schools and universities should not merely teach students how to use AI tools; they must also address digital emotional well-being and mental health.

First, young people need to shift their mindset from viewing AI as a ‘competitor’ to seeing it as a ‘collaborative partner’. Students should understand that AI operates primarily on statistics and previously collected data rather than emotions. Technology does not possess emotional intelligence (EQ), empathy, moral reasoning, or the ability to build meaningful human relationships. These are essential soft skills that remain uniquely human. 

Second, educational institutions need to rethink their approaches to assessment. Education can no longer focus primarily on memorising facts or producing routine assignments that can easily be replicated by AI. Instead, greater emphasis should be placed on critical thinking, creative thinking, and practical training that prepares students to use AI tools effectively in response to the actual demands of the labour market.

In conclusion, AI Anxiety should not be viewed as a sign of weakness among the younger generation, but rather as a natural response to a world that is changing at an unprecedented pace. Educators have a responsibility to transform this fear into awareness, resilience, and adaptability. We do not want to produce a generation that feels defeated before entering the competition. Instead, we should nurture a generation that remains confident that technology is ultimately guided by the human mind, rather than the other way around.

Date of Input: 07/08/2026 | Updated: 07/08/2026 | alyarahim