The rapid integration of Artificial Intelligence (AI) in higher education has transformed academic practices by enhancing teaching, research, assessment, and administrative processes. However, the increasing dependency on AI-enabled technologies has also created new challenges for academic professionals, particularly in the form of AI-induced technostress. The present study aims to examine the level of AI-induced technostress among academic staff in higher education institutions of South Odisha and investigate the influence of digital adaptability on AI-induced technostress. A quantitative research approach was adopted, and data were collected from 180 academic staff members working in higher education institutions. The reliability of the research instrument was confirmed through Cronbach’s Alpha (α = 0.909), indicating excellent internal consistency. Descriptive analysis revealed a moderate level of digital adaptability and AI-induced technostress among respondents. Correlation analysis demonstrated a significant negative association between digital adaptability and AI-induced technostress (r = −0.776, p < 0.01). Furthermore, regression analysis indicated that digital adaptability significantly predicted AI-induced technostress (β = −0.776, p < 0.001), explaining 60.2% of the variance in AI-induced technostress (R² = 0.602). The findings suggest that academic staff with higher digital adaptability experience lower levels of AI-induced technostress. The study contributes to the emerging literature on AI adoption and digital transformation in higher education by highlighting the importance of strengthening digital adaptability to minimise technology-related stress among educators...