Egypt and the world are witnessing an unprecedented technological revolution, with the rapid development of artificial intelligence (AI) and its applications in various fields, including education. This technological transformation reflects fundamental changes in learning and teaching methods, but at the same time, it raises numerous concerns and anxieties about the impact of these technologies on individuals and societies. Within this framework, this research paper focuses on the concept of "AI anxiety" through the theory of fear acquisition. This anxiety is a persistent state of tension and fear experienced by teachers when using AI technologies, due to the potential risks associated with them. The rapid development of artificial intelligence and information technology has brought about radical changes in many sectors, especially education, which increases the importance of understanding the impact of these technologies on the educational process and their future challenges. This concern is embodied in multiple dimensions, including: privacy concerns resulting from the collection of personal data; biased behavior concerns resulting from biased algorithms; job displacement concerns following the widespread deployment of these systems; learning concerns and the inability to keep pace with the rapid development of these systems; existential risks related to humans' inability to control this technology; ethical concerns related to the unethical use of artificial intelligence; and concerns related to the lack of transparency regarding the source of the benefits or harms that may result from artificial intelligence. The importance of this study is highlighted in light of the rapid spread of artificial intelligence applications, which calls for a deep understanding of teachers' attitudes and concerns. This understanding contributes to formulating educational strategies that balance maximizing the benefits of these technologies while minimizing their negative effects. The paper also aims to explore the differences in teachers' levels of artificial intelligence anxiety before and after gaining teaching experience, to determine the impact of professional experience in shaping their perceptions and emotions toward this phenomenon.