Abstract
The rapid integration of Artificial Intelligence (AI) into daily life has created a complex social intersection impacting student mental health and academic access. While AI offers personalized learning, it simultaneously risks widening the digital divide, accelerating socio-economic educational inequities, and inducing psychological issues such as tech-anxiety and cognitive over-reliance. This study investigates how AI deployment influences psychological well-being and shapes educational equity among vulnerable student populations. Bridging tech-centric educational research and human psychology, this study introduces an integrative model analyzing AI not merely as an instructional tool, but as a socio-psychological determinant of educational fairness. Framed by Vygotsky's Socio-Cultural Theory and Self-Determination Theory (SDT), this qualitative research examines primary school to university-level educators, students, and educational psychologists across diverse socio-economic districts in Indonesia (2024–2026). Data were gathered via semi-structured interviews, focus group discussions, and reflective learner logs, then analyzed using Critical Discourse Analysis and thematic coding. Findings reveal that while adaptive AI tools enhance self-efficacy in resource-rich environments, socio-economically disadvantaged students face "algorithmic alienation" due to poor access and inadequate digital literacy, heightening anxiety and reducing intrinsic motivation. AI adoption must move beyond technological optimism to prioritize psychological safety and equitable access, establishing ethical human-AI collaboration in education.
Keywords
- Artificial Intelligence
- Educational Equity
- Psychological Well-Being
- Socio-Cultural Theory
- Algorithmic Alienation
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