As artificial intelligence conversations shift from AI for cheating to AI for learning and focus on pedagogy, the conversation now also needs to turn to the wellbeing implications for both students and staff. Teaching is a caring profession and how we care for our students and staff is more important than ever. A recent UK survey on student use of AI (Stephenson & Armstrong, 2026) report rising levels of anxiety over the past three years related to accusations of cheating, environmental impacts, and uncertainty about future job markets shaped by AI. The report recommends institutions invest in research to better understand students’ use of AI for companionship, advice and support with loneliness. Similarly, a recent study suggests a link between AI usage and self-reported levels of stress, anxiety, and burnout in university staff (Cajnko & Cajnko, 2025). The study suggests that the need to learn and master new technologies, often without sufficient training, combined with uncertainty over the future and fear of automation, is leading to higher levels of stress and anxiety in both academic and professional staff.

This action lab invites participants to explore the psychological, relational and cultural impacts of AI in Higher Education, and to explore how institution can create environments where wellbeing is centred. Participants will discuss emerging tensions, identify risks and opportunities, and collectively generate practical actions institutions can take to protect wellbeing in an AI-enabled university.