GENERATIVE ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION: PSYCHOLOGICAL, ACADEMIC, SOCIAL, AND EQUITY IMPLICATIONS FOR STUDENT WELLBEING AND SUCCESS

Abstract

Generative artificial intelligence (GenAI) is significantly shaping higher education, influencing how students learn, communicate, seek information, and access mental health support. This literature review synthesizes recent research on the connections among Artificial Intelligence (AI), digital well-being, and student success, with a particular focus on mental health support, academic learning, cognitive engagement, help-seeking behavior, human interaction, and equity. Evidence suggests that AI-powered chatbots can improve access to mental health information and support, especially for students who have difficulty accessing traditional services. However, concerns remain about overuse, including increased academic stress, loneliness, cognitive offloading, dependence, privacy risks, and reduced human interaction. New longitudinal evidence suggests that psychological distress may precede AI dependence, indicating a possible bidirectional relationship between AI use and well-being. Equity issues also stem from disparities in access to technology, AI literacy, language, disability, and socioeconomic status. The review maintains that AI should supplement, not replace, human-centered educational and support systems. Future research should prioritize longitudinal and intervention studies examining well-being, sense of belonging, persistence, and retention.