THE DIGITAL CLASSROOM AND BEYOND: A SCOPUS AI-ASSISTED OF MENTAL WELLBEING IN ONLINE HIGHER EDUCATION

Abstract

The rapid shift to digital classrooms in higher education, accelerated by the COVID-19 pandemic, has raised concerns about students' mental wellbeing. Despite the increased reliance on digital learning environments, the psychological impacts of online education, especially regarding artificial intelligence (AI) and intelligent systems, remain underexplored. This study aims to address this gap by conducting a Scopus AI-assisted review of the literature on mental wellbeing in online higher education. The objectives are to analyze research trends, develop a concept map of key constructs, integrate expert insights, and identify emerging themes for future research. The review, based on studies published from 2018 to 2025, revealed three key themes: the psychological effects of the pandemic-induced transition to online learning, the role of institutional support in student mental health, and the use of digital tools to mitigate negative impacts. Emerging themes include AI-based interventions, positive psychology, and the importance of emotional support and proactive personality traits in enhancing student engagement. The findings highlight the need for higher education institutions to incorporate mental health support into digital education design. The study offers theoretical contributions to models like Self-Determination Theory and practical implications for developing AI-driven, student-centered mental health interventions. Future research should address ethical concerns in AI implementation and explore culturally sensitive approaches to promoting mental wellbeing in diverse online learning environments.