Psychological and Developmental Repercussions of Pervasive AI Usage in Schools: A Review of Educational Benefits and Challenges
Manuel B. Garcia
a
,
Ahmed Hosny Saleh Metwally
b
,
Tianchong Wang
c
,
Kingsley Ofosu-Ampong
d
,
Rena Alasgarova
e
,
Chrissi Nerantzi
f
,
James Nixon
g
,
Aras Bozkurt
h
a FEU Institute of Technology, Philippines
b Helwan University, Egypt
c Flinders University, Australia
d Heritage Christian University, Ghana
e Baku-Oxford School, Azerbaijan
f University of Leeds, UK
g Arden University, UK
h Anadolu University, Turkey
Abstract: This chapter explores the developmental implications of artificial intelligence (AI) in contemporary educational settings. Employing a dual-methodological approach that combines interdisciplinary expertise with an integrative literature review, the chapter explores how AI technologies are reshaping student identity, emotional regulation, motivation, autonomy, and interpersonal relationships. Drawing on developmental psychology, educational theory, and empirical research, it interrogates the unintended consequences of algorithmic surveillance, pedagogical automation, and AI-mediated social interactions. The analysis highlights both the affordances and risks of AI in education, including its impact on emotional resilience, self-directed learning, and the construction of academic identity. Reframing the discourse away from purely technical efficiency toward developmental integrity makes visible the deeper human stakes of AI integration in education. The chapter consequently calls for ethical, inclusive, and human-centered approaches to AI design and implementation in schools.