Impact of Generative AI on Psychological Well-Being in Computer Engineering Education: A Study of Depression, Anxiety, and Stress Among Female B.Tech (Bachelor of Technology) Students

Abstract

Advancements in generative artificial intelligence (AI) have transformed the landscape of computer engineering, raising questions about skill relevance and employment stability for emerging professionals. This interdisciplinary investigation examines the occurrence and contributing factors to common psychological issues—namely depression, anxiety, and stress—among female students pursuing B.Tech in Computer Science and Engineering in Ernakulam, Kerala. Drawing on a mixed-methods approach, the study highlights how fears of AI-induced job displacement, often called "AI anxiety," intersect with socioeconomic elements to influence mental health. Data from 150 participants indicate moderate levels of these conditions, with significant links to family income, household structure, and AI-related concerns. Qualitative insights reveal additional pressures from academics, social media, and interpersonal dynamics. The findings advocate for curriculum adjustments in engineering programs to address these stressors, promoting resilience and adaptive skills in an AI-dominated field. This work bridges computer engineering with psychosocial research, offering implications for educational policy and student support systems.