International journal of life sciences and earth sciences

Artificial intelligence in higher education: Psychological implications for students

Tran Thi Yen — 2026-07-05

Artificial intelligence (AI) has rapidly transformed higher education by reshaping teaching practices, learning environments, and students' educational experiences. Alongside its pedagogical benefits, AI has generated increasing interest regarding its psychological implications for university students. This study aims to synthesize current evidence concerning the psychological effects of AI in higher education and to identify educational implications for its responsible implementation. A qualitative documentary research approach was employed using secondary data collected from peer-reviewed journal articles, systematic reviews, conference proceedings, academic books, and official reports, with priority given to publications indexed in Scopus and Web of Science between 2019 and 2025. Qualitative content analysis was applied to identify major themes related to students' psychological experiences in AI-supported learning environments. The findings indicate that AI enhances learning motivation, academic engagement, self-efficacy, self-regulated learning, and psychological well-being through personalized learning, adaptive feedback, and flexible educational support. At the same time, AI presents significant psychological challenges, including excessive dependence on AI-generated content, reduced critical thinking, academic anxiety, ethical concerns, technology dependence, and risks to academic integrity. The review further highlights that the psychological impact of AI depends largely on how educational institutions integrate AI into teaching and learning rather than on the technology itself. In the context of higher education in Vietnam, successful AI implementation requires not only technological infrastructure but also AI literacy, ethical guidelines, innovative assessment practices, and psychological support for students. The study contributes to the growing literature on educational psychology and provides theoretical and practical implications for developing responsible, ethical, and psychologically supportive AI-enhanced higher education.

Emerging issues in psychological research and their implications for education and mental health care

Tran Van Toan — 2026-07-05

Mental health has become a global priority as rapid social, technological, and educational changes continue to influence psychological functioning across diverse populations. This review examines emerging issues in contemporary psychological research and discusses their implications for education and mental health care. A qualitative literature review was conducted by analyzing peer-reviewed journal articles, systematic reviews, meta-analyses, academic books, and official reports published primarily between 2020 and 2026, together with foundational theoretical works. The reviewed literature was synthesized using thematic analysis to identify major developments in the field. Five major themes emerged: psychological well-being, psychological resilience, self-efficacy and intrinsic motivation, social support, and preventive psychological interventions. The findings indicate that contemporary psychology has increasingly shifted from a disorder-centered paradigm toward a strengths-based approach emphasizing flourishing, adaptive functioning, and preventive mental health care. The review also highlights the essential role of educational institutions in promoting psychological well-being through supportive learning environments, resilience-building programs, social-emotional learning, and mental health literacy. Furthermore, healthcare systems are encouraged to expand preventive, community-based, and evidence-based psychological services. The study concludes that integrating educational psychology, positive psychology, developmental psychology, and public mental health provides a comprehensive framework for addressing emerging psychological challenges. The findings offer valuable implications for educators, mental health professionals, researchers, and policymakers seeking to promote sustainable psychological well-being and improve quality of life across diverse populations.

Rhizobium Inoculation Experiment to Increase Soybean (Glycine Max) Production in Horticulture Learning

Dewa Nyoman Oka — 2026-04-24

The purpose of this study was to determine: (1) whether Rhizobium inoculation has an effect on soybean production; (2) whether the use of experimental methods in horticulture learning can improve learning outcomes? This experimental research used a simple posttest only control group design. The data obtained in the form of soybean production (wet seed weight) were tested for normality and homogeneity. The normality test was carried out using Kolmogorov-Smirnov and Shapiro-Wilk statistics. If the normality requirements have been met, a parametric analysis using the t-test was conducted. To test whether the experimental method in horticulture learning can improve learning outcomes, Classroom Action Research (CAR) was used. The data collection technique used a learning outcome test instrument in each cycle. The collected data were then processed using a quantitative descriptive method. From the analysis, it can be concluded that: (1) Rhizobium inoculation on soybean seeds can increase soybean production compared to without Rhizobium inoculation. (2) Students learning outcome after using the experimental method continued to increase from the sufficient category (60.30) in the initial reflection, to the good category (72.60) in cycle I and excellent (87.60) in cycle II.