The massive explosion of generative artificial intelligence can truly be likened to something of a modern space race. Industry after industry is seething with the unrealized potential that gen AI promises.
Professionals recognize the need to leverage artificial intelligence for optimal results in both their organizations and their careers, yet few know how to do so successfully. These pressures can exacerbate existing stressors, and these can be especially pronounced within higher education. Burnout has long been a problem that plagues higher education, and the addition of artificial intelligence could supercharge that issue.
To improve student outcomes and maintain high-quality learning environments, institutions must understand how AI can exacerbate faculty burnout and take steps to address it. Instructional Connections shares some thoughts on how to do just that.
The Burnout Problem Pre-AI
Artificial intelligence may be a unique contributor to faculty burnout, but it is not the sole cause. Low pay, growing class sizes, funding uncertainty, and long hours have all contributed to burnout amongst faculty. By some estimates, well over 50% percent of faculty have experienced some symptoms of burnout.
The move to online education for many institutions was once heralded as a solution for burnout. Theoretically, there should be an increased work-life balance when teaching remotely. Unfortunately, for many instructors, online education has merely exacerbated the problem of burnout. Digital tools like email, Slack, Teams, and various file-sharing platforms have not necessarily led to increased efficiency. What they have done, however, is erode the wall between home and the professional sphere. The vast majority of instructors find themselves answering pings and emails after hours, which contributes to a feeling of being “always on the clock,” a key indicator of burnout risk.
This problem existed before the advent of artificial intelligence, but the AI revolution is poised to exacerbate these preexisting conditions to an unimaginable extent.
Lack of Standards
As with any new technology, adoption typically outpaces the development of regulatory frameworks. Institutional policies for higher education can be notoriously lagging when it comes to current technology, and artificial intelligence appears to be no exception. This has dire consequences for instructors seeking to regulate the use of AI in their courses and effectively implement it. Research in burnout prevention has long noted a connection between feelings of a lack of control and burnout. A lack of clear standards in AI can certainly cause feelings of resignation.
Pressure To Innovate
Many faculty members recognize the need to incorporate AI into their lesson plans. Indeed, many institutions of higher education are actively encouraging them to do so. There can be no doubt that many faculty members are integrating generative artificial intelligence into their curriculum, and some are doing so quite successfully.
However, the crossroads of a traditional higher education course and generative AI are not without pressure. Successfully revising lesson plans to utilize artificial intelligence does come with some time on the part of instructors, hours that may be in short supply. This also assumes that the instructor in question is AI-literate enough to plan accordingly. This can be incredibly frustrating for many faculty members. In these use cases, the inclusion of generative AI may be beneficial for students, but it is paradoxically unlikely to save the instructor any time. Quite the opposite, in fact.
Increased Plagiarism Risk
Plagiarism has always been a concern and something to be aware of. However, generative AI injects a level of uncertainty into plagiarism policy that few instructors are prepared for. Instructors now find themselves spending more time reviewing student content than they ever have in the past. AI plagiarism checkers can be helpful, but they are not flawless. Many AI plagiarism checkers are imperfect, and the instructor’s job is thus complicated by a lack of quality tools for mitigating plagiarism.
What Institutions Can Do
Institutions of higher education must act promptly to prevent burnout and maintain their instructors’ satisfaction and efficiency.
- Offer Upskilling: AI is here to stay. Colleges and universities can at least offer training around AI to upskill faculty members.
- Define AI Policy: A clear and consistent acceptable use policy for AI is essential for any institution in 2025.
- Dedicate Resources: While imperfect, educational resources on AI for further education, as well as licensed and effective AI fact-checkers, can be a helpful first step.
- Invest in Support: Quality support can go a long way in mitigating feelings of helplessness and increasing work satisfaction. While wide-ranging, administrators would do well to focus on support mechanisms that will help faculty members regain work-life balance.
If you’re interested in reducing faculty burnout, contact Instructional Connections to learn how our Academic Coach model can save your faculty members time and improve both instructor and student outcomes!