Abstract

Generative AI technologies have changed how higher education works in terms of teaching and learning. Such changes opened up new dimensions, creating opportunities for students to personalize their learning effectively. Even with these improvements in AI technologies, there are many concerns about how higher education students would cope with the uncertainties that come with learning with AI. This bibliometric study aims to examine the research patterns on how AI affects students' anxiety in higher education worldwide. The study utilized VOSviewer to analyze data extracted from the Scopus database for the years 2020-2024, determining the performance, co-citation, and co-occurrence of studies. The results show a sharp increase in interest in the topic since 2020, with China, the US, and the UK charting the most contributions. Four main themes were identified: changing how teachers teach with AI, ensuring everyone feels included, addressing mental health, and utilizing smart technology ethically. The combination of education, psychology, and technology indicates how the research focus has changed over time. The results indicate that AI not only helps people generate new ideas but also causes mental stress for its users. The findings indicate that while AI supports idea generation and personalized learning, it also contributes to heightened psychological strain among students. By integrating educational, psychological, and technological perspectives, this study advances a theory-informed understanding of AI-related student anxiety and supports Sustainable Development Goal 4 (Quality Education) by advocating responsible, emotionally aware, and ethically grounded AI use in higher education.