Actitudes hacia la inteligencia artificial y su relación con la ansiedad digital en estudiantes universitarios de ciencias sociales y educación

The integration of artificial intelligence (IA) in educational contexts poses challenges related to the attitudes and levels of digital anxiety among future professionals. The objective of this study was to analyze the relationship between attitudes toward artificial intelligence and digital anxiety in 235 university students enrolled in Education and Social Sciences programs, using a cross-sectional quantitative research design. The GAAIS, AAIS, and AIAS scales were administered to measure positive attitudes, negative attitudes, and AI-specific anxiety. The results revealed statistically significant negative correlations between positive attitudes and anxiety related to job replacement (r = −0.380, p < .001), as well as learning-related anxiety (r = −0.364, p < .001). Multiple regression analysis showed that positive and negative attitudes explained 44.21% of the variance in work-related anxiety (R² = 0.442, p < .001). In addition, significant sex-based differences were identified, with men showing more positive attitudes toward AI (M = 7.23 vs. M = 5.86, p < .001). The cognitive, affective, and behavioral dimensions of attitudes showed strong and positive intercorrelations (r > 0.61). These findings suggest the need to design and implement training programs that strengthen positive attitudes toward artificial intelligence to reduce digital anxiety among future educators and social science professionals.