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Amber Sarwar Hashmi

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Review Open access Aug 2026

Artificial Intelligence-Enhanced Education and Student Psychological Well-Being: Exploring the Balance Between Digital Innovation and Mental Health

The rapid advancement of artificial intelligence (AI) has transformed higher education by introducing intelligent learning technologies that enhance teaching, learning, and academic management. Despite these advancements, concerns have emerged regarding their potential influence on students' psychological well-being and mental health. Thus, the objective of this research was to analyze the implications of artificial intelligence-based education and the role of digital innovation on students' mental health in the context of higher education. The study adopted a quantitative cross-sectional research design. A survey was the only research instrument. The study population was comprised of under and post-graduate students who attended the public and private sector universities of Punjab and Sindh, Pakistan. The universities were Bahauddin Zakariya University, The Islamia University of Bahawalpur, University of the Punjab, Government College University Faisalabad, University of Sindh, Shah Abdul Latif University, and University of Karachi. A sample of 467 participants was surveyed. The sample was selected using the convenience sampling method. The researcher collected the data using an online survey created in Google Forms. The survey was distributed via university email groups, WhatsApp groups, and other academic online platforms. The researcher downloaded the responses, and data were screened and transferred to IBM SPSS Statistics for analysis. The researcher applied descriptive statistics to analyze participants' demographic data, and used Cronbach's alpha to evaluate scale reliability. To study the relationship of artificial intelligence-based education and the mental health of students, the researcher applied Pearson correlation analysis, and for the role of digital innovation, the researcher employed multiple regressions. The researcher employed an independent samples t-test and a one-way analysis of variance (ANOVA) to assess the impact of demographic variables on students' mental health. The results showed that student psychological well-being improved with Artificial intelligence-enhanced education integrated with digital innovation. Furthermore, developing more engaging, personalized, and supportive learning environments improved student psychological well-being. Implementing Artificial Intelligence ethically and human-centered in psychologically supportive educational practices helped balance innovative technologies with student mental health. The results add to current understanding of Artificial Intelligence in higher education and provide insights for educators, university administrators, and policymakers, as well as educational technologies, to create more sustained digital transformations for greater student psychological well-being.

Amber Sarwar Hashmi, Amjad Hussain, Aisha Aslam et al. · 0 citations
Open access Sep 2026

Artificial Intelligence-Supported Education, Student Stress, and Academic Performance: Examining the Moderating Role of Coping Self-Efficacy

Artificial Intelligence (AI) is increasingly transforming higher education by providing students with personalized learning support, rapid access to information, and assistance with academic tasks, while simultaneously creating new academic and psychological demands. The present study examined Artificial Intelligence-Supported Education, student stress, and academic performance, with particular emphasis on the moderating role of coping self-efficacy among university students in Punjab and Sindh, Pakistan. A quantitative, cross-sectional research design was used, and data were collected from 423 university students through a structured, adopted questionnaire administered online using Google Forms. The questionnaire measured Artificial Intelligence-Supported Education, student stress, academic performance, and coping self-efficacy using established measurement scales. The collected responses were initially organized in Microsoft Excel and subsequently analyzed using IBM SPSS Statistics. Descriptive statistics, Cronbach’s alpha reliability analysis, Pearson correlation, regression analysis, and moderation analysis were conducted to examine the proposed relationships among the study variables. The findings demonstrated that Artificial Intelligence-Supported Education was significantly associated with student stress and positively predicted academic performance. The moderation findings further showed that coping self-efficacy significantly influenced these relationships by weakening the association between AI-supported education and student stress while strengthening the positive association between AI-supported education and academic performance. The study is significant because it provides an integrated understanding of the educational and psychological consequences of AI-supported learning and highlights the importance of students’ coping resources in determining how they respond to AI-enabled educational environments. The findings suggest that higher education institutions should combine AI integration with responsible-use guidance, psychological support, and coping-skills development to maximize educational benefits while reducing potential student stress.

Halah Rasheed Ali Abdullgabar Al Shaibani, Muhammad Awais, Amber Sarwar Hashmi et al. · 2 citations

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