The Mediating Role of AI Literacy in the Relationship Between Technostress and Cognitive Load in Higher Education

This study examined AI literacy as a potential mediator in the relationship between technostress and cognitive load among students in ELT, ELL, and ETI programs in Türkiye. A total of 301 participants completed the AI Literacy Scale, the Technostress Scale, and a single-item Cognitive Load measure. Data were analyzed using descriptive statistics, reliability analysis, Pearson correlations, and mediation analysis via JASP's SEM module. Findings indicated a significant direct effect of technostress on cognitive load, suggesting higher technostress increases cognitive load. AI literacy significantly predicted cognitive load, but it did not mediate the technostress-cognitive load relationship. These results highlight a direct link between technostress and cognitive load and suggest that while AI literacy may influence cognitive load, it does not buffer the effects of technostress. Implications for curriculum design and digital pedagogical practices in language education are discussed. © 2026, IGI Global Scientific Publishing. All rights reserved.