In 1999, many people were deeply concerned about the prophesized technology apocalypse to come at the turn of the century, also known as Y2K, and the unforetold changes, challenges, and setbacks that would result. However, the world continued to turn and evolve as technological, political, social, and economic events came and went. The authors of this paper assert that we have once again arrived at a pivotal moment in history, as the labor market is on the verge of drastic change. A fall in the labor supply has been fueled by the Great Resignation of 2019, the ongoing wave of Baby Boomer retirements, and the massive loss of life and capabilities sustained as a result of the Covid-19 Pandemic. At the same time, the demand for labor has been in flux because of the “remote work and learning journey” spurred by the Covid-19 Pandemic and as disruptive technologies, especially artificial intelligence (AI), make their mark on the global business environment. These changes have led to an increase in post-secondary enrollment of non-traditional learners, especially at institutions with online learning offerings. The return to education can be daunting for many non-traditional learners, and even more so when coupled with the introduction of innovative technologies which students must master to ensure their competitiveness in the labor market. Naturally, these learners may experience higher levels of anxiety, stress, and fear of the unknown, which can be made worse by misinformation and myths related to the technologies.

The research conducted aims to provide a “work in progress” set of best practices regarding dispelling AI misinformation and myths, mitigating the risk of educational disruptions and information overload, and maintaining awareness of the plethora of AI on the market and its impact on current and future labor trends. At its core, this research is focused on the non-traditional learner’s anxiety, as well as the understanding of their “inner child,” as they attempt to readjust to the educational setting in the completely different and technologically enabled learning environment that is online learning. It is important to note that variance in political, social, economic, and educational decision-making and controls directly affect the level at which learners and learning environments are impacted. This paper collects data from existing academic literature and social media sources to analyze the impact of current misinformation and myths on non-traditional online learners. This approach provides a more well-rounded assessment of the issues since it incorporates insights from the media which are being consumed by learners. The research outcomes address how to apply current best practices to address the diverse types of anxiety being experienced by adult learners and offer a plan of action for addressing them. While many learners and educators may not deem the use of such a plan of action to be beneficial, lessons learned from the Covid-19 Pandemic have proven that clear plans of educational continuity and sustainability are best served with strong educational planning and reinforcement.

Keywords: Artificial Intelligence Anxiety Syndrome, disruptive technology, online learning, non-traditional learners, best practices, educational continuity planning.