The rapid adoption of AI tools like ChatGPT in educational settings has the potential to enhance teaching and streamline academic tasks. This study investigates the influence of ChatGPT user experience (UX) on techno-insecurity (TIS) among college teachers, with a particular focus on the moderating role of role ambiguity (RA). Data were collected from 60 college teachers in Kerala, India, using a structured questionnaire measuring ChatGPT user experience, role ambiguity, and techno-insecurity. Gender and age differences were also explored through independent sample t-tests and one-way ANOVA. The findings revealed no statistically significant differences in techno-insecurity, role ambiguity, or user experience across gender and age groups. Linear regression analysis indicated that both ChatGPT user experience and role ambiguity significantly influenced techno-insecurity. However, moderation analysis showed that role ambiguity did not significantly moderate the relationship between user experience and techno-insecurity. These findings emphasize the need for educational institutions to provide comprehensive training and clear guidelines to reduce role ambiguity and mitigate the stress associated with the adoption of AI tools like ChatGPT. Future research could explore additional contextual factors, such as organizational support, to better manage technostress in academic environments.