The Role of Artificial Intelligence in Enhancing Human Longevity: Mitigating Cognitive Overload for Extended Lifespan Among Master’s Students in Mathematics at the Catholic University of Ghana

This study addresses the escalating concern of academic stress among students, specifically investigating its impact on their overall well-being and performance. Employing a mixed-methods approach, the research integrates quantitative surveys and qualitative interviews to examine stressors, coping mechanisms, and psychological consequences. The objective is to uncover the relationship between perceived academic pressure and indicators of mental health such as anxiety and burnout. Key findings reveal significant correlations between stress levels and both academic outcomes and emotional resilience, highlighting the urgent need for institutional interventions. The study is guided by Cognitive Load Theory (Sweller, 1988), Allostatic Load Theory (McEwen, 1998), and Socio-Technical Systems Theory (Trist, 1981) and follows a mixed-method approach consisting of survey data from 100 master’s students and in-depth interviews. The survey revealed that 78 percent of the respondents were moderately to highly cognitively overloaded, while 65 percent utilized AI to work on their academic tasks. A notable negative relationship was found between AI use and perceived stress (r = -0.42, p