Advancing Academic Thriving in the Digital Era Through Human-Centered Artificial Intelligence and Institutional Support
TL;DR
The Human-Centered Digital Academic Thriving Framework is proposed, a formally articulated conceptual model with two antecedents, two sequential mediators, one boundary moderator, and four testable propositions that offers theoretical and practical contributions for universities, policymakers, and educational technology developers committed to equitable digital learning environments.
Abstract
The rapid adoption of artificial intelligence in higher education raises a critical but underexamined question: does digital transformation advance academic thriving equitably, or does it reproduce existing inequalities among students? This paper addresses that question through a narrative integrative review grounded in Self-Determination Theory (SDT). Searches across three databases—Scopus, Google Scholar, and the Sinta portal—identified 36 sources, of which 16 met strict inclusion criteria (Scopus Q1/Q2, SJR above 1.0 or Sinta 1–2; publication years 2017–2026) and were retained as the primary evidence base for thematic synthesis. An additional eight foundational theoretical references were incorporated to strengthen the SDT-based framework and acknowledge the theoretical development of the constructs; these references were not subject to the same systematic screening process because they predate the 2017–2026 search boundary. The total number of references cited in the manuscript is 24. A three-pass thematic coding procedure applied to the 16 selected studies identified three consistent analytical patterns. First, human-centered artificial intelligence supports student engagement by satisfying the SDT needs for autonomy and competence, but only when system design prioritizes human oversight over automation efficiency. Second, institutional support converts AI-enabled engagement into sustained academic perseverance by fulfilling the SDT need for relatedness. Third, socioeconomic status functions as a boundary moderator that determines how equitably both pathways reach different student populations. These literature-derived patterns are distinguished from four propositions newly formulated by the authors. Synthesizing both, this study proposes the Human-Centered Digital Academic Thriving Framework (HC-DATF), a formally articulated conceptual model with two antecedents, two sequential mediators, one boundary moderator, and four testable propositions. The framework offers theoretical and practical contributions for universities, policymakers, and educational technology developers committed to equitable digital learning environments.