Systematic Review on Ai in Emotional Intelligence and Psychological Education
Year: 2025
Type: article
Study design: Systematic Review
Abstract: Artificial Intelligence (AI) has emerged as a transformative force in emotional intelligence (EI) and psychological education, offering new pathways for emotion-aware learning, mental health support, and personalised interventions. This systematic review synthesises findings from 30 peer-reviewed studies published between 2015 and 2025 to evaluate the role of AI in assessing, enhancing, and supporting emotional and psychological competencies in educational settings. The review categorises AI applications into five thematic domains: emotion recognition technologies (e.g., EEG, facial analysis), adaptive learning systems, mental health chatbots, social-emotional learning (SEL) platforms, and ethical frameworks. Evidence indicates that AI tools can improve learners' emotional regulation, self-awareness, empathy, and psychological engagement. At the same time, critical challenges persist, including algorithmic bias, cross-cultural emotion misinterpretation, privacy concerns, and a lack of standardised evaluation metrics. The review further explores how these technologies align with and challenge existing theories such as Emotional Intelligence Theory, Affective Computing, Self-Regulated Learning, and Constructivism. A future research roadmap is proposed to guide interdisciplinary development, emphasising culturally inclusive design, longitudinal validation, hybrid human-AI emotional scaffolding, and ethical governance. This work contributes to a deeper understanding of AI’s evolving role as a co-regulator of emotional learning and a catalyst for mental well-being in education.
DOI: 10.36713/epra21351
Authors: Dinesh Deckker, Subhashini Sumanasekara
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410026181