Muhammad Nurtanto, Asta Adyani, Mohd Kasturi Nor Abd Aziz, Najirah Umar, Valiant Lukad Perdana Sutrisno, Septiari Nawanksari, Munawar Thoharudin, Arina Zaida Ilma, Nur Kholifah
Introduction: artificial intelligence (AI) technology has transformed education, positively impacting various academic tasks, including learning experiences and supporting students’ mental health. However, user-related factors, particularly students and educators, have influenced the successful implementation of AI technology. Several studies have reported negative impacts, such as anxiety and depression, during online learning, which require further investigation. Method: this study aimed to identify trends, clustering patterns, and thematic analyses regarding the impact of AI technology and the role of teachers in mitigating the risks of anxiety and depression. A systematic literature review (SLR) approach using the PRISMA protocol was employed to conduct an in-depth exploration. A total of 33 articles were retrieved from the Scopus database between 2017 and 2024 using the keywords “artificial intelligence,” “AI,” “anxiety,” and “depression.” The data were analyzed using VosViewer, Biblioshiny and thematic analysis. Results: the main findings indicated that AI technology posed several disadvantages when implemented without proper preparedness and control. These included reduced social interaction, technological complexity, dependency, and loss of autonomy, biased feedback, and the misuse of information—all of which reinforced students’ anxiety and depression. Proposed strategies involved early detection of stress indicators, the creation of inclusive and pressure-free learning environments, the integration of mental health awareness into curricula, access to information and counseling services, fostering positive and open relationships, balanced use of AI technologies, fair empathy and concern, and professional development for educators. Conclusions: this study provides a theoretical framework and practical strategies for educators and policymakers to promote balanced or hybrid uses of AI technology. Future research should ensure that AI is utilized appropriately, particularly in reducing the risks of emotional disturbances and mental health issues. © 2025; Los autores.
Universitas Negeri Jakarta, Department of Vocational and Technology Education, Jakarta, Indonesia; Universitas Muhammadiyah Surabaya, Department of Public Health, Surabaya, Indonesia; Universiti Malaysia Perlis, Faculty of Business & Communication, Perlis, Malaysia; Universitas Handayani Makassar, Department of Informatics Engineering, South Sulawesi, Indonesia; Universitas Sebelas Maret, Department of Mechanical Engineering Education, Central Java, Indonesia; Yogyakarta State University, Faculty of Vocational Studies, Yogyakarta, Indonesia; Tanjungpura University, Department of Economic Education, West Kalimantan, Indonesia; Yogyakarta State University, Department of Natural Science Education, Yogyakarta, Indonesia
