Impact of Artificial Intelligence-Supported Education on Academic Engagement, Psychological Well-Being, and Career Development among University Students

Abstract

This study examined the impact of artificial intelligence (AI)-supported education on students’ academic engagement, psychological well-being, and career development among university students in Pakistan. A quantitative, cross-sectional research design was employed, and data were collected from 467 university students through convenience sampling from selected universities in Pakistan. Data collection was conducted using an adopted structured questionnaire administered through Google Forms, incorporating measures of AI-supported education, academic engagement, psychological well-being, and career development using Likert-type response scales; completed responses were analyzed using SPSS. The analysis involved descriptive statistics, Cronbach’s alpha, Pearson correlation, multiple regression, independent-samples t-test, and one-way ANOVA, with Tukey HSD post-hoc analysis proposed for significant group differences. The reliability analysis demonstrated good to excellent internal consistency across the study variables, with Cronbach’s alpha values ranging from .873 to .912. The findings revealed a significant positive relationship between AI-supported education and academic engagement (r = .648, p < .001), while regression analysis indicated that AI-supported education explained 42.0% of the variance in academic engagement (R² = .420), 32.6% in psychological well-being (R² = .326), and 38.8% in career development (R² = .388), with all associations statistically significant (p < .001). Demographic analysis further showed that gender differences were not statistically significant across the three outcomes, whereas age, academic level, and field of study demonstrated significant differences. The study is significant because it provides empirical evidence that AI-supported education can contribute to students’ academic participation, psychological well-being, and career development while highlighting the importance of responsible AI use, digital literacy, institutional support, and preservation of student and teacher agency. Overall, the findings suggest that AI should be integrated as a supportive educational resource rather than a replacement for teachers, counselors, or students’ independent decision-making.