The fear of being replaced by Artificial Intelligence and its association with career anxiety among university students

Abstract

Artificial Intelligence (AI) is fundamentally transforming the global labor market by reshaping occupational structures, redefining workforce competencies, and accelerating workplace automation. Although these technological advancements have created new opportunities for innovation and productivity, they have also intensified concerns among university students regarding employability, job security, and future career prospects. Within this context, the present study investigated the relationship between fear of Artificial Intelligence and career anxiety among university students in Pakistan. A quantitative cross-sectional research design was employed, and data were collected from 369 undergraduate and postgraduate students enrolled in public and private universities across the cities of Lahore, Multan, Faisalabad, Bahawalpur, Sargodha, Karachi, Jamshoro, Khairpur, and Sukkur, Pakistan, using a structured online questionnaire. Participants were recruited through convenience sampling, and standardized instruments measuring fear of Artificial Intelligence and career anxiety were administered electronically. Following data screening and preparation, descriptive and inferential statistical analyses were conducted to examine the proposed relationships. The findings revealed a statistically significant positive association between fear of Artificial Intelligence and career anxiety, indicating that students with higher levels of AI-related fear were more likely to experience elevated concerns regarding their future careers. Furthermore, fear of Artificial Intelligence emerged as a statistically significant predictor of career anxiety, demonstrating its substantial influence on students' perceptions of employment uncertainty. These findings extend the existing literature at the intersection of Artificial Intelligence, educational psychology, and career development by providing empirical evidence of the psychological consequences of rapid technological change among university students. The study highlights the importance of promoting AI literacy, career adaptability, lifelong learning competencies, and psychological support initiatives to enhance students' preparedness for an AI-driven labor market. The findings offer practical implications for higher education institutions, educators, career counselors, and policymakers in developing evidence-based strategies that strengthen students' career resilience and facilitate successful transitions into an increasingly technology-oriented workforce.