Jul 2026· International Journal of Scientific Research in Computer Science Engineering and Information Technology· Vol 12, pp. 01-17· 0 citations
TL;DR
It is concluded that AI-based teaching training positively contributes to teachers' professional confidence, adaptability, and overall mental well-being, highlighting the need for continuous AI training and institutional support.
Abstract
Artificial Intelligence (AI) is transforming education by enhancing teaching, learning, and administrative processes. As teachers increasingly participate in AI-based teaching training, understanding its impact on their mental health has become essential. This study examines the influence of AI-based teaching training on the mental health of teachers using a descriptive survey method. Data were collected from 100 teachers through a self-developed AI Awareness Questionnaire and a standardized Mental Health Scale. The data were analyzed using percentage, mean, standard deviation, t-test, and Pearson's correlation coefficient. The findings revealed that most teachers possessed moderate to high AI awareness and satisfactory mental health. A positive correlation (r = 0.68) was observed between AI competency and mental health, indicating that greater AI competency is associated with improved confidence and psychological well-being. No significant gender difference was found in mental health outcomes. The study concludes that AI-based teaching training positively contributes to teachers' professional confidence, adaptability, and overall mental well-being, highlighting the need for continuous AI training and institutional support.
Artificial intelligence (AI) has transformed higher education by introducing intelligent learning environments that support personalized instruction, adaptive learning, automated assessment, and enhanced student engagement. While AI-supported education offers substantial academic benefits, its implications for students' mental health and psychological well-being remain insufficiently explored. Therefore, this study examined the relationship between AI-supported education and student mental health, This research aimed to identify artificial intelligence-supported education systems and teaching models and the effect that AI-assisted education has on students' psychological well-being and mental state. It focused on health in the field of higher education, balancing the innovations and psychological health of students. A quantitative, cross-sectional study was used. The primary data used were collected by means of a structured questionnaire. The targeted population for this study included both undergraduate and postgraduate students enrolled at public and private universities in Punjab and Sindh, Pakistan, including Bahauddin Zakariya University, The Women University Multan, University of the Punjab, Government College University Faisalabad, Islamia University of Bahawalpur, University of Sindh Jamshoro, Mehran University of Engineering and Technology, NED University of Engineering and Technology Karachi, Foundation university medical college, and the University of Karachi. The specific sample used for this study was convenience sampling. Google Forms were distributed to university mailing lists and academic social media platforms, collecting data from 457 participants. The data were screened using Microsoft Excel. The data were analyzed using IBM SPSS Statistics Version 27. Descriptive statistics and inferential statistics including Cronbach's Alpha, Pearson’s correlation, multiple linear regression, Independent Samples t-test, and One-Way ANOVA were employed for this study. The results showed that AI-supported education positively affected student mental health and psychological well-being, showing distinct demographic patterns for respondents. The results of this study build on established research to show that, when critically applied in the field of higher education, AI innovation may support the enhancement of not only teaching and learning but also the psychological well-being of students. Based on the results, recommendations are made for educators, higher education administrators, and policy makers, as well as instructional designers and education technology entrepreneurs, to aid the development of ethical, student-centered, and psychological support frameworks for the use of AI Learning technologies within the field of higher education.
Batool Butt, Nimra Jamil, Mahira Mirza et al.· Journal of Global Social Tra...· 2 citations
The normalisation of АІ in academic practice indicates its role as a cognitive extension in medical education, which necessitates the development of structured educational strategies and methodological guidelines for its responsible use in medical training.
Inna I. Kucherenko, A. O. Burdeinyi, L. Lymar et al.· Polski merkuriusz lekarski :...· 0 citations
It is crucial to consider educators' perceptions and the potential outcomes when using AI in health sciences education, and addressing ethical concerns and providing appropriate training are crucial for ensuring successful and equitable AI integration in the curriculum.
N. Hachoumi, Mohamed Eddabbah, A. E. El Adib· Health Sciences Investigatio...· 0 citations
The education system is undergoing rapid change with the use of Artificial Intelligence (AI) tools, giving educators new ways to make the most of their teaching and learning. Artificial Intelligence (AI) is revolutionizing the education system, offering educators new tools to enhance their teaching and learning. But the utility of these technologies is, to a large degree, tied to teachers' AI competence. This study makes comparisons in the teaching effectiveness of public secondary school teachers in Sindh province of Pakistan with respect to the impact of Artificial Intelligence Literacy. The data was obtained from the teachers in the public secondary schools using a structured questionnaire. On this basis, the data were then analyzed descriptively, followed by Pearson correlation and simple linear regression to analyze the correlation between AI literacy and teaching effectiveness. The findings indicate that the higher teachers are on the AI proficiency scale, the higher they are on the instructional planning, engagement, assessment and the use of classroom technology scales. AI tools educate teachers on what they can do and they feel more informed and competent in using AI to enable new approaches and make classrooms more engaging. The study highlights the importance of continuous professional development and training initiatives to promote AI literacy. It suggests that school authorities should offer teachers opportunities to develop their understanding and skills in AI to help them improve their teaching. The findings can contribute to the understanding of the implications for policy makers, school leaders and teacher educators who want to encourage effective use of technology in schools.
Tehniyat Noor, Afsheen Salahuddin, Aasma Younas et al.· SOCIAL PRISM· 0 citations
Positive correlations were identified among all measured dimensions, with the strongest association observed between hope and adaptation, and the findings indicate that students’ evaluations of artificial intelligence involve interrelated perceptions of knowledge, anxiety, positive expectations, and educational preparation needs.
In addition to the successful application of technology in empowering education through generative artificial intelligence, there may be certain dangers posed to the mental well-being of college students due to their pressure to adapt to technology. With the help of the Job Demands-Resources model (JD-R) and the Conservation of Resources theory (COR), we propose an analysis framework that evaluates the association between the experience of interaction with generative artificial intelligence and the mental health of college students. By analyzing a series of 902 empirical data sets, we have found that AI anxiety is negatively associated with the mental well-being of college students. The experience of adjusting to and being effective at using AI can partly explain the adverse consequences of AI anxiety. Meanwhile, this relationship does not represent a straightforward linear reduction of anxiety. Instead, it indicates a U-shaped pattern, which implies that people who are more experienced in using technologies are likely to encounter a more complicated situation of technical and social anxiety. Our research has extended the current view from educational psychology by adding the concept of data compliance and legal governance. In turn, our empirical findings will enable universities to adopt better digital teaching intervention strategies to minimize privacy and security risks when implementing artificial intelligence in the field of education.
