Omid Fotuhi, PhD, Director of Learning Innovation, WGU Labs
Betheny Gross, PhD, Director of Research, WGU Labs
“Humans may be the only species that can imagine an unknown future,” writes Adam Grant. “But that doesn’t mean we’re any good at it. For those who feel certain about the next four years, a reminder: Nobody actually knows.”
Introduction: The Transformative Potential of AI in Education
The educational landscape is undergoing a profound shift, with artificial intelligence (AI) poised to reshape how we learn, teach, and connect. We, the co-authors of this article, have dedicated our careers to understanding the psychological underpinnings of human motivation and belonging. We view this moment as both an extraordinary opportunity and a critical challenge.
One of us (Omid) has focused on how adaptive mindsets and supportive environments can empower individuals to thrive, particularly in education, a perspective deeply rooted in my own story.
Growing up, I (Omid) struggled to find my footing in school. I bounced from one classroom to the next, feeling invisible and unmoored, moving through a system that seemed indifferent to my potential. That changed when I entered Mrs. Murphy’s high school physics class. She saw something in me I hadn’t yet seen in myself. She trusted me, challenged me, and gave me a sense that I mattered. For the first time, I felt a connection not just to the material but to the process of learning itself. That moment of being seen—of feeling valued—sparked a transformation that carried me forward and ultimately shaped my life’s work.
Betheny’s story shares a similar thread but with a different twist. She didn’t move from classroom to classroom but instead persisted quietly for years, thinking she was just a below-average student destined to flow through school unnoticed. That belief shifted when she encountered a math teacher who was seemingly unbothered by her anxious self, unprejudiced by her past mediocrity, and genuinely excited by what she had to offer. For Betheny, too, it was that sense of being seen and valued that became the spark—a moment that transformed how she viewed herself and her abilities.
It is this fundamental human dimension of learning that AI must strive to enhance, not overshadow. While the headlines are often dominated by AI’s promise to automate tasks, personalize content, and revolutionize education, we believe the real power of these tools lies in their potential to create environments where students feel seen, supported, and empowered. AI can help us scale certain aspects of education, but it cannot replicate the transformative experience of feeling trusted and valued by a teacher.
This article explores the critical interplay between AI and the human side of learning. Drawing on insights from the College Innovation Network (CIN) at WGU Labs, it highlights the experiences of thousands of students, faculty, and administrators across diverse institutions. These findings reveal both the promise and challenges of AI: its potential to democratize education and personalize learning, as well as the need to prioritize human connection and psychological well-being. Together, we’ll examine how AI can revolutionize education while preserving—and enhancing—the core drivers of effective learning: motivation, self-efficacy, and belonging.
The Promise of AI in Enhancing Learning
Artificial intelligence is rapidly transforming the landscape of education by introducing capabilities that were once unimaginable. From adaptive learning platforms to intelligent tutoring systems, AI tools are being designed to personalize the learning experience in ways that promise to make education more efficient, accessible, and engaging. For students, this means the potential of receiving content tailored to their individual needs, progressing at their own pace, and accessing support that adapts dynamically to their struggles. For educators, AI has the potential to streamline administrative tasks, provide detailed analytics on student performance, and offer insights that allow for more targeted and effective interventions (Luckin et al., 2016).
AI also holds the promise of democratizing education by expanding access. Generative AI technologies, such as automated content creation, adaptive learning systems, personalized feedback, authentic assessment, and real-time language translation, can dramatically enhance the learning experience while also breaking down barriers for students who might otherwise be excluded—whether due to geographic isolation, financial constraints, or language differences. As Farmer (2024) highlights, exploratory pilots conducted by WGU Labs demonstrate how AI can accelerate the adoption of these methods, making them more accessible to institutions and learners. For instance, a pilot integrating generative AI into an introductory programming course found that students used AI tools as references, teachers, and coaches to overcome learning challenges, save time, and gain new insights. Students reported increased confidence and moments of conceptual clarity—“light bulb moments”—when engaging with AI tools. Such findings underscore the potential for AI to act not only as a technological enhancement but as a facilitator of meaningful, goal-directed learning experiences. However, these pilots also reveal the importance of designing AI systems with intentionality to address faculty concerns, enhance adoption, and ensure that AI complements rather than shortcuts genuine learning (Farmer, 2024).
Consequently, AI-powered systems can make education more flexible, personalized, and accessible, allowing working adults, caregivers, and other non-traditional students to engage in meaningful learning on their own schedules (Means et al., 2014).
Our EdTech Survey Series from the College Innovation Network (CIN) at WGU Labs has explored these dynamics extensively. Through surveys conducted over four years with thousands of students, faculty, and administrators across diverse institutions, we’ve gained a comprehensive view of the benefits and challenges of tech-enabled learning. Students in our surveys consistently express optimism about the role of technology, including AI, in making education more flexible and personalized. For example, in our most recent survey, 75% of students indicated positive attitudes toward the expansion of online and hybrid learning modalities, with first-generation students reporting even greater enthusiasm. Interestingly, students accustomed to using those technologies also tend to exhibit the greatest optimism. This optimism underscores the potential of tech-enabled learning to address long-standing inequities and open doors for underserved populations (WGU Labs, 2024a).
However, the CIN findings also highlight critical challenges. While students value the personalization and accessibility AI offers, they emphasize the importance of human connection in learning. Interactions with peers and instructors emerged as some of the strongest predictors of course satisfaction and perceived effectiveness, across all modalities. These results suggest that AI cannot simply replace traditional elements of teaching; instead, it must complement and enhance them . These findings align with broader evidence showing that human interaction and relational support are essential for sustained engagement and learning outcomes, particularly in online environments (Garrison et al., 2000; Afroogh, 2024).
The Human Experience in Learning
At its core, learning is not just about acquiring knowledge; it’s about growth, connection, and meaning. Motivation, self-efficacy, and belonging—the psychological pillars of effective learning—are what drive students to persist through challenges, develop their potential, and ultimately succeed. Decades of research in social psychology have shown that students who feel connected to their learning environment are more engaged and perform better academically (Walton & Cohen, 2011; Yeager & Dweck, 2012). While AI offers tools to enhance efficiency and personalize content delivery, it cannot inherently replicate the deep emotional and relational aspects that define the human experience of learning.
Students thrive when they believe their efforts matter and when they feel part of a community that values them. Our CIN research findings reinforce this insight: interactions with peers and instructors are consistently among the strongest predictors of students’ perceptions of course effectiveness, regardless of whether they are learning online, in person, or through hybrid formats (WGU Labs, 2024b). These interactions are not merely academic—they provide students with a sense of trust, connection, and shared purpose, which is vital for fostering intrinsic motivation and long-term commitment to learning (Deci & Ryan, 1985).
However, these essential elements of the learning experience are often at risk in technology-driven environments. CIN findings show that online learners report significantly lower levels of peer and faculty interaction compared to their in-person counterparts. Only 17% of online students surveyed reported frequent interactions with peers, compared to 44% in hybrid courses and 71% in in-person settings . This lack of interaction could have tangible consequences. As Vincent Tinto’s Theory of Student Integration suggests, students are more likely to remain enrolled in school if they are integrated into the academic and social life of the institution (Tinto, 1993). This lines up with our own CIN research, which finds that students in courses with less interaction are more likely to perceive the learning experience as less effective and less engaging.
Personalization – a sense that an experience is shaped by and responsive to your individual experiences, interests, talents, needs, and unique qualities – is another area where the human element plays a crucial role. We found that students who report having a supportive instructor also report a greater sense of personalization regardless of the modality – online, hybrid, or in person – they were learning in. This finding aligns with earlier research from Garrison et al and Rovali who also found a supportive instructor fuels a student’s sense of personalization (Garrison et al., 2000; Rovai, 2002).
Beyond the classroom, technology fatigue presents another challenge to the human experience of learning. While online learners in our CIN studies report lower levels of technology fatigue compared to in-person learners, it remains a persistent issue. For example, 34% of students across all modalities reported feeling mentally tired from using educational technology, and 26% said they occasionally avoided technology altogether due to overwhelm . Research in cognitive psychology supports these findings, indicating that excessive reliance on technology can lead to cognitive overload and diminished engagement (Dergaa et al, 2024; Small et al, 2020).
For educators, the stress is often even greater. Faculty in CIN surveys frequently cite increased workload and diminished autonomy as significant sources of burnout. Many report feeling “always on” due to the constant demands of technology, with 79% indicating they experience this pressure regularly. Additionally, 41% report feeling emotionally exhausted by their work, and 39% describe themselves as burned out (WGU Labs, 2024c). These findings align with other studies indicating that the introduction of new technologies, particularly without adequate training and support, can exacerbate feelings of overload and reduce job satisfaction (Spector & Jex, 1998; Maslach & Leiter, 2016).
Despite these challenges, AI also offers opportunities to alleviate some of the pressures it creates. When implemented thoughtfully, AI can free faculty from repetitive administrative tasks, allowing them to focus more on the relational aspects of teaching that enhance student motivation and engagement. For students, AI can provide timely support, such as chatbots that answer questions outside of class hours or adaptive tools that adjust difficulty based on real-time performance. However, the design and deployment of these tools must prioritize well-being, ensuring that they reduce stress rather than amplify it.
The human learning experience is a delicate balance of challenge, support, and connection. While AI holds great promise, it must be implemented in ways that prioritize these psychological drivers. The question we must continually ask is not just what AI can do, but how it can help us do what matters most: empowering learners to feel seen, supported, and capable of reaching their potential.
Future Research and Recommendations
The integration of AI into education represents both an opportunity and a challenge, with critical questions still unanswered about its long-term impact on learning and well-being. While AI has the potential to personalize education and increase accessibility, its success ultimately depends on how thoughtfully it is designed and implemented. To maximize the potential of AI while minimizing its risks, future research must address questions about how these tools influence psychological factors such as motivation and belonging, how to mitigate technology fatigue, and how to ensure equitable access for all learners.
At the same time, institutions must adopt evidence-based strategies to guide AI integration in ways that enhance learning while safeguarding the well-being of both students and educators.
Recommendations for Institutions
- Invest in Faculty Development
Institutions should provide robust training programs to equip faculty with the skills and confidence to integrate AI effectively. This includes workshops on using AI tools, as well as resources to help faculty manage workload and avoid burnout. When faculty feel supported, they are more likely to embrace new technologies and use them creatively (Afroogh, 2024). - Foster Inclusive AI Design
AI systems should be designed with inclusivity in mind, ensuring they are accessible to students from diverse backgrounds. Institutions must prioritize equity by offering affordable tools and providing targeted support for first-generation and underrepresented students. Partnerships with EdTech companies can help ensure that new tools align with these goals (Means et al., 2014; Luckin et al., 2016). - Establish Ethical Guidelines
Institutions must develop clear policies on data use, algorithmic transparency, and ethical AI implementation. Regular audits and stakeholder engagement are critical to maintaining trust and ensuring that AI tools are used responsibly (Binns, 2020; Holmes et al., 2019). - Adopt a Data-Informed Approach
Decision-making about AI tools should be guided by rigorous evidence. Institutions should conduct pilot programs, gather feedback from students and faculty, and use analytics to assess the impact of AI on learning outcomes. Continuous evaluation will help refine practices and ensure that technologies are serving their intended purposes (Garrison et al., 2000). - Promote Collaborative Dialogue
Bridging the faculty-student divide requires ongoing communication. Institutions should create spaces for students and faculty to share their perspectives on AI integration and collaborate on solutions. Open dialogue fosters trust, reduces resistance to change, and ensures that AI tools meet the needs of all stakeholders (Afroogh et al, 2024; Sharma, 2020).
Conclusion
The rise of AI in education marks a pivotal moment in the evolution of learning. It offers the potential to transform how we teach and learn, making education more accessible, personalized, and efficient. Yet, as this technology reshapes classrooms and campuses, its success will not be determined by its technical sophistication alone. Instead, the future of AI in education hinges on its ability to complement and enhance the deeply human aspects of learning—motivation, belonging, and connection.
Our research with the College Innovation Network (CIN) at WGU Labs underscores the complexity of integrating AI into education. Students are optimistic about AI’s potential to personalize learning and expand access, but they also value interactions with faculty and peers as essential to their success. Faculty, while recognizing the possibilities of AI, remain cautious about its impact on workload, autonomy, and the quality of teaching. Bridging these perspectives requires intentional design and thoughtful implementation.
As institutions move forward, they must prioritize solutions that harness AI’s technical capabilities, while building with a focus on the emotional and relational needs of learners. This means designing systems that not only adapt to students’ cognitive needs but also create space for meaningful human interactions. It means equipping faculty with the tools and training to use AI effectively while ensuring that these tools empower rather than overwhelm. And it means fostering an equitable and ethical approach to AI, one that bridges the digital divide and builds trust among all stakeholders.
The true promise of AI in education lies not in replacing human connection, but in amplifying it. By embracing this vision, we can build educational systems that are not only more innovative but also more inclusive and resilient. AI has the potential to revolutionize education, but only if it serves the deeper purpose of learning: to inspire, connect, and empower.
AI Use Disclosure
This article was crafted with the assistance of AI tools, which were employed to support grammar refinement, brainstorming of ideas, and organizational structuring. However, the thoughts, arguments, and conclusions presented are entirely our own. We, as the authors, take full accountability for the content, its accuracy, and its alignment with the article’s purpose and intent.
Report Contributions
The authors thank Drs. Stephanie Reeves, Anudhi Munasinghe, and Audrieanna Burgin at WGU Labs for their driving the research design, implementation, and analysis of the CIN EdTEch Survey Series and primary research reports. We also appreciate Holly Wallace and Natalie Berkey for their valuable guidance and editing during the ideation and writing processes.
About WGU Labs
WGU Labs is the nonprofit EdTech consulting, incubation, research, and design arm of Western Governors University (WGU), where our mission is to identify and support scalable solutions that address the biggest challenges in education today.
