University Students’ Perceptions of AI-Mediated Psychological Support: A Thematic Analysis of Empathy, Utility, Ethics, and Digital Well-Being
DOI:
https://doi.org/10.69569/jip.2026.317Keywords:
AI literacy, Artificial intelligence, Digital well-being, Generative AI, Psychological supportAbstract
The growing use of generative artificial intelligence in higher education has created new ways for students to learn and access support. At the same time, it has raised concerns about students turning to AI for emotional and psychological help. This study explores how undergraduate students perceive and use AI as a source of psychological support, with the aim of identifying its benefits, limitations, and possible risks to student well-being within the context of a Science, Technology, and Society course. This qualitative study analyzed 40 anonymized student digital portfolios, which included AI conversation transcripts, evaluation tables, and reflective essays. The data were examined using thematic analysis to identify recurring patterns in students’ experiences and reflections. Five key themes emerged: perceived empathy and emotional validation, functional utility and accessibility, ethical awareness and critical consciousness, application of psychological concepts, and indicators of emotional reliance. Students described AI as accessible, immediate, and non-judgmental, often providing comfort and practical advice. However, they also questioned the authenticity of AI responses, raised concerns about privacy, and recognized the limits of AI compared to human interaction. The findings show that students hold balanced and critical views of AI. While they see its value as a support tool, they remain aware of its risks. The study suggests that AI can be useful as a supplement, but not a substitute for human support. It is recommended that educators integrate AI literacy with ethical and psychological considerations to guide responsible use and support students’ overall well-being.
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