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Table · dataset · 2026

Dataset for How Does AI-Induced Technostress Influence Job Burnout Among Higher Vocational College Educators? The Mediating Role of Role Stress and the Moderating Role of Perceived Organizational Support

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<p dir="ltr">The growing use of artificial intelligence (AI) in education has changed how educators complete their work, while also creating new technological and work-related demands.

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This research investigated the relationship between AI-induced technostress and job burnout among higher vocational college educators, with particular attention to the mediating role of role stress and the moderating role of perceived organizational support.

Data were collected from 507 educators in five higher vocational colleges in Yunnan Province, China. Partial least‑squares structural equation modeling (PLS-SEM) was used to test the hypothesized relationships. The results showed that AI-induced technostress was positively associated with both job burnout and role stress, while role stress was also positively related to job burnout.

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Role stress partially mediated the relationship between AI-induced technostress and job burnout. Perceived organizational support weakened the positive relationship between AI-induced technostress and job burnout. A similar moderating effect was found in the relationship between role stress and job burnout.

These findings suggest that the effects of AI use in higher vocational colleges are not limited to technological adaptation. Changes in work responsibilities and the support provided by colleges also matter. Clearer role expectations, reasonable workload arrangements, and accessible organizational support may help educators manage the pressures that arise as AI becomes more widely used in their daily work.</p>

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