Exploring the Relationship Between AI Usage and Academic Stress: A Qualitative Study of Delhi School Students

Abstract

This study tried to understand the relationship between Artificial Intelligence (AI) usage and academic stress among senior secondary school students in Delhi. With the rapid integration of digital technologies in education, AI-based tools such as chatbots, automated writing assistants, and intelligent tutoring systems have increasingly been used by students for completing assignments, understanding complex concepts, and preparing for examinations. While these tools offer academic advantages, their impact on students’ academic stress remains an emerging concern. The present qualitative study explored students’ experiences and perceptions regarding AI usage and its relationship with academic stress.The study was conducted among 17 students studying in Class XII in a government school located in the East District of Delhi. The sample consisted of 9 male and 8 female students selected through purposive sampling. Data were collected through semi-structured interviews and analysed using NVivo Version 14 software through thematic analysis. The coding process identified five major themes: AI as an academic assistance tool, improved time management, increased academic expectations, dependency on AI tools, and academic stress.