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A Social Lens on AI in Higher Education: Perceptions of Dehumanization, Skill Development, and Well-Being

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Title: A Social Lens on AI in Higher Education: Perceptions of Dehumanization, Skill Development, and Well-Being
Language: English
Authors: Budur Turki Alshahrani, Faezeh Karimi, Salvatore Flavio Pileggi
Source: Discover Education. 2026 5.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 51
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Technology Uses in Education, Higher Education, Humanization, Skill Development, Well Being, Technology Integration, College Students, Models, Empathy, Sense of Belonging, Anxiety, Depression (Psychology), Social Isolation, Critical Thinking, Technological Literacy, Creative Thinking, Interpersonal Competence, Psychological Patterns, Cooperative Learning, Social Responsibility
DOI: 10.1007/s44217-026-01458-1
ISSN: 2731-5525
Abstract: Artificial Intelligence in education (AIED), particularly following the emergence of generative AI, has sparked increasing debate not only for increasing efficiency and productivity in academia but also its broader social implications. While discussions on AIED often focus on its potential benefits, increasing attention is being given to broader social concerns, including the risk of dehumanization, the development of skills, and overall well-being. These aspects remain insufficiently addressed in current literature. To explore these aspects and address this gap, the study proposes a research model that utilizes Stimulus-Organism-Response (SOR) as a structural framework and introduces a new conceptual model -- Dehumanization-Skills-Wellbeing (DSW). The model captures the complex dynamics of AIED with these key social pillars. Drawing on survey-based data collected from students and instructors across higher education institutions in Saudi Arabia, findings indicate that higher levels of AIED use, often including generative AI tools, are positively correlated with empathy, support, and belonging that collectively reflect lower perceived dehumanization. These human factors are further associated with lower levels of anxiety, depression, and social isolation. Additionally, while cognitive skills development such as critical, technical and creative show a significant correlation with AI use, the impact on non-cognitive skills such as socio-emotional and collaborative skills remains unsupported and warrants further investigation. By examining these interconnected aspects, the study offers deeper insights into the ways AI may shape the social and emotional fabric of educational environments and guides the development of more human-centered and socially responsible AI adoption in higher education.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1514113
Database: ERIC
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  Data: A Social Lens on AI in Higher Education: Perceptions of Dehumanization, Skill Development, and Well-Being
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: 10.1007/s44217-026-01458-1
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  Data: 2731-5525
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  Data: Artificial Intelligence in education (AIED), particularly following the emergence of generative AI, has sparked increasing debate not only for increasing efficiency and productivity in academia but also its broader social implications. While discussions on AIED often focus on its potential benefits, increasing attention is being given to broader social concerns, including the risk of dehumanization, the development of skills, and overall well-being. These aspects remain insufficiently addressed in current literature. To explore these aspects and address this gap, the study proposes a research model that utilizes Stimulus-Organism-Response (SOR) as a structural framework and introduces a new conceptual model -- Dehumanization-Skills-Wellbeing (DSW). The model captures the complex dynamics of AIED with these key social pillars. Drawing on survey-based data collected from students and instructors across higher education institutions in Saudi Arabia, findings indicate that higher levels of AIED use, often including generative AI tools, are positively correlated with empathy, support, and belonging that collectively reflect lower perceived dehumanization. These human factors are further associated with lower levels of anxiety, depression, and social isolation. Additionally, while cognitive skills development such as critical, technical and creative show a significant correlation with AI use, the impact on non-cognitive skills such as socio-emotional and collaborative skills remains unsupported and warrants further investigation. By examining these interconnected aspects, the study offers deeper insights into the ways AI may shape the social and emotional fabric of educational environments and guides the development of more human-centered and socially responsible AI adoption in higher education.
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      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Higher Education
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      – SubjectFull: Humanization
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