AI Integration in Indonesian Higher Education: Implications for Psychological Well-Being and Inclusivity

Rojabi, Ahmad Ridho (2026) AI Integration in Indonesian Higher Education: Implications for Psychological Well-Being and Inclusivity. In: AI in English Language Teaching and Research. Rizquna. (In Press)

	Text Chapter 26 Ahmad Ridho Rojabi.pdf Download (329kB)
	Text Chapter 26 Ahmad Ridho Rojabi.pdf Download (329kB)

Abstract

The integration of Generative Artificial Intelligence (GAI) in
higher education has accelerated globally, particularly in the post
pandemic era, driving a digital transformation in learning, instruction,
and assessment practices. Studies have shown that GAI functions not
only as a writing assistant but also as a learning support technology
that enhances the efficiency and quality of educational processes
(Kumar et al., 2023; Zou et al., 2025). However, optimistic narratives
surrounding GAI often overlook the unequal conditions under which
it is implemented.
In Indonesia, the integration of GAI is part of a broader
transformation in higher education, particularly the adoption of
digital technologies to enhance academic writing, assessment, and
personalized learning. However, this integration creates significant
issues about student well-being and inclusivity (Shahzad et al., 2025;Xia et al., 2022). Unequal access to technology, different levels of
digital literacy, and lecturers' insufficient pedagogical competence to
integrate AI can exacerbate existing disparities. Furthermore, the use
of GAI poses novel challenges, such as potential reliance, reduced
critical thinking skills, and ethical ambiguity in academic procedures
(Darwin et al., 2024; Koroleva & Jogezai, 2025).
These dynamics position GAI not merely as a technological tool,
but as a socio-technical force reshaping students’ learning
experiences, psychological well-being, and opportunities for
equitable participation. Overreliance on GAI has the potential to
undermine cognitive autonomy while also generating anxiety related
to performance, authenticity, and fear of falling behind in
increasingly AI-mediated academic environments. From an inclusivity
perspective, GAI presents a paradox: although it has the potential to
democratize access to knowledge, it may also exacerbate the digital
divide and perpetuate algorithmic biases that marginalize local
contexts and underrepresented groups. However, studies that
examine the dimensions of psychological well-being and inclusivity
remain limited. Therefore, this chapter aims to critically examine
these issues through a literature review, identifying patterns,
tensions, and contradictions in the discourse on AI integration in
Indonesian higher education.

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