Exploring the effects of artificial intelligence on student and academic well-being in higher education: a mini-review
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F25%3A50022280" target="_blank" >RIV/62690094:18450/25:50022280 - isvavai.cz</a>
Result on the web
<a href="https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1498132/full" target="_blank" >https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1498132/full</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.3389/fpsyg.2025.1498132" target="_blank" >10.3389/fpsyg.2025.1498132</a>
Alternative languages
Result language
angličtina
Original language name
Exploring the effects of artificial intelligence on student and academic well-being in higher education: a mini-review
Original language description
The increasing use of artificial intelligence (AI) in higher education is reshaping how students engage with their academic and personal lives. However, the impact of AI on students’ well-being remains underexplored. This mini-review synthesizes current literature to assess how AI affects student well-being, focusing on mental health, social interactions, and academic experiences. While AI offers benefits such as personalized learning, mental health support, and improved communication efficiency, it also raises concerns regarding digital fatigue, loneliness, technostress, and reduced face-to-face interactions. Over-reliance on AI may diminish interpersonal skills and emotional intelligence, leading to social isolation and anxiety. Furthermore, issues such as data privacy and job displacement emerge as AI technologies permeate educational environments. The review highlights the need for balanced AI integration that supports both academic success and student well-being, advocating for further empirical studies to comprehensively understand these dynamics. As AI becomes more embedded in education, it is crucial to develop strategies that mitigate its negative effects while promoting holistic well-being among students. Copyright © 2025 Klimova and Pikhart.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50101 - Psychology (including human - machine relations)
Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2025
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Frontiers in psychology
ISSN
1664-1078
e-ISSN
1664-1078
Volume of the periodical
16
Issue of the periodical within the volume
February
Country of publishing house
CH - SWITZERLAND
Number of pages
5
Pages from-to
"Article number: 1498132"
UT code for WoS article
001422306700001
EID of the result in the Scopus database
2-s2.0-85217830679