Artificial Intelligence and Student Well-Being in Higher Education: A Case Study of Rajouri District
Artificial Intelligence (AI) has become an increasingly important component of higher education, influencing teaching, learning, academic support, and institutional practices. AI-powered tools such as adaptive learning systems, intelligent tutoring systems, virtual assistants, and learning analytics are reshaping students’ academic experiences by improving access to information, supporting self-paced learning, and enhancing engagement. At the same time, the growing use of AI in higher education has raised concerns relating to privacy, ethical use, digital fatigue, and the quality of human interaction in learning environments. Against this background, the present study examines undergraduate students’ perceptions of AI tools and their influence on student well-being and daily academic work in degree colleges of Rajouri District, Jammu and Kashmir. The study adopted a quantitative approach using a descriptive survey design. Primary data were collected from 387 undergraduate students selected through stratified random sampling from degree colleges in Rajouri District. A structured questionnaire consisting of 25 statements measured on a five-point Likert scale was used to assess five dimensions: mental and emotional well-being, social interaction, academic engagement and performance, ethical concerns and privacy, and inclusivity and accessibility. Data were coded in Microsoft Excel and analyzed in SPSS Version 26 using descriptive statistics such as minimum, maximum, mean, and standard deviation. The findings reveal that students generally perceive AI as beneficial for reducing academic stress, improving confidence, supporting workload management, and enhancing learning efficiency. Academic engagement and inclusivity emerged as especially strong dimensions, with students reporting that AI tools save time, support self-paced learning, and should be made equally accessible to all learners. However, the study also found that AI tools are not perceived as significantly improving peer interaction, teamwork, or collaborative learning, and many students expressed concern about privacy, ethical use, and mental fatigue associated with prolonged AI use. The paper concludes that AI has considerable potential to enrich higher education, but its educational value depends on balanced, ethical, and inclusive implementation supported by institutional transparency and human guidance.