EXAMINING THE RELATIONSHIP BETWEEN AI ATTITUDES AND JOB-SEEKING ANXIETY IN IT STUDENTS COMPLETING PROGRAMMING COURSES THROUGH DISTANCE LEARNING

The purpose of this study is to examine the relationships between university students’ attitudes toward artificial intelligence, perceived usefulness, perceived ease of use, perceived threat, future anxiety, and jobseeking anxiety within the context of information technology education. Conducted using a quantitative research design, the study collected data from 325 students enrolled in three private and one public university in Turkiye during the 2024–2025 academic year.A demographic information form, the General Attitudes Toward Artificial Intelligence Scale, the Perceived Usefulness and Ease of Use Scale, the Perceived Threat Scale, the Future Anxiety Scale, and the Job-Seeking Anxiety Scale were used as data collection tools. Descriptive statistics, reliability analyses, Pearson’s correlation, independent-samples t-test, and multiple regression analyses were employed. The findings indicate that although students report high levels of perceived usefulness and ease of use regarding artificial intelligence technologies, they also exhibit notably high levels of perceived threat and future anxiety. Correlation analysis revealed a strong positive relationship between perceived threat and future anxiety. However, multiple regression analysis showed that attitudes and perceptions related to artificial intelligence did not emerge as a significant predictor of job-search anxiety. Additionally, job-seeking anxiety differed significantly by gender, with male students reporting higher anxiety levels. These results suggest that socioeconomic factors may play a more substantial role than technological perceptions in shaping students’ career-related concerns in the age of artificial intelligence. The study concludes with recommendations, including implementing AI-supported project-based learning modules to enhance employability skills, developing gender-sensitive career counselling programs, and integrating psychological resilience training into university curricula.