Educational Strategies for Addressing Student Anxiety and Depression through Artificial Intelligence: A Bibliometric and Conceptual Analysis
DOI:
https://doi.org/10.56294/saludcyt20251669Keywords:
artificial intelligence, anxiety, depression, educators, mental healthAbstract
Introduction: La tecnología de inteligencia artificial (IA) ha transformado la educación, impactando positivamente diversas tareas académicas, incluidas las experiencias de aprendizaje y el apoyo a la salud mental del estudiantado. Sin embargo, factores relacionados con los usuarios, en particular los estudiantes y educadores, han influido en la implementación exitosa de la tecnología de IA. Diversos estudios han reportado impactos negativos, tales como ansiedad y depresión, durante el aprendizaje en línea, los cuales requieren una mayor investigación.
Method: Este estudio tuvo como objetivo identificar tendencias, patrones de agrupación y análisis temáticos con respecto al impacto de la tecnología de IA y el papel del profesorado en la mitigación de los riesgos de ansiedad y depresión. Se empleó un enfoque de revisión sistemática de la literatura (RSL) utilizando el protocolo PRISMA para realizar una exploración en profundidad. Se recuperaron un total de 33 artículos de la base de datos Scopus entre 2017 y 2024 utilizando las palabras clave "inteligencia artificial", "IA", "ansiedad" y "depresión". Los datos fueron analizados mediante VosViewer, Biblioshiny y análisis temático.
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.
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