The Innovative Role of Artificial Intelligence (AI) Tools in Enhancing Academic Buoyancy and Psychological Well-Being among Private School Students

Artificial Intelligence (AI) has emerged as a transformative force in education, offering adaptive and personalized learning experiences that can enhance both academic outcomes and student well-being. This study examined the relationship between AI tool adoption, academic buoyancy, and psychological well-being among senior high school and college students in a selected private school in Laguna, Philippines. Guided by the Self-Determination Theory and Cognitive Load Theory, a descriptive-correlational design was employed using total enumeration sampling. Eighty-two students aged 16–24 completed a validated, paper-based survey comprising demographic information, the Technology Acceptance Model (perceived usefulness, ease of use, and user acceptance), the Academic Buoyancy Scale, and the Psychological Well-Being Scale. Results revealed high levels of AI adoption, academic buoyancy, and psychological well-being across the sample. Pearson correlation analysis indicated a significant moderate positive relationship between AI adoption and academic buoyancy (p < 0.05), as well as between AI adoption and psychological well-being (p < 0.05). Age and educational level significantly influenced academic buoyancy, whereas sex and place of residence did not. These findings highlight AI tools’ potential to foster resilience, adaptability, and mental well-being when integrated into supportive educational environments. The study recommends the development of AI-based programs to promote equitable access, strengthen academic support systems, and enhance student wellness.

Artificial Intelligence, Academic Buoyancy, Psychological Well-Being, Technology Acceptance Model, Self-Determination Theory, Cognitive Load Theory, Private School Students

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