Artificial Intelligence as a Personal Coach: A Narrative Review of Benefits and Risks in Educational and Health Contexts

The Use of Artificial Intelligence Systems in Mental Health Treatment: A Thematic Review

A list of eight best practices was created to assist developers with designing AI systems in a way that would reduce the overall risk of harm for users attempting to use their AI for mental health cases.

The Role of Artificial Intelligence in Education: Opportunities, Challenges, and Implications for Formal and Non-Formal Learning

Artificial intelligence (AI) has moved rapidly from a specialised research topic into a routine presence in classrooms, training programmes and self-directed study, a shift accelerated by the public release of generative tools. This paper examines the role of AI across both formal and non-formal education, with the objective of clarifying where the technology adds genuine pedagogical value, where it introduces risk, and what conditions are needed for responsible adoption. The study adopts a narrative and critical review of peer-reviewed literature, foundational scholarship and policy guidance published mainly between 2016 and 2024. Sources were identified through academic databases and synthesised thematically around application domains, reported benefits and recurring concerns, rather than through statistical meta-analysis. Four broad application areas emerge: personalised and adaptive learning; intelligent tutoring and automated assessment; generative AI for content creation and dialogue; and AI-supported non-formal and lifelong learning. Reported benefits include wider access, individualised pacing and reduced routine workload for educators. Persistent concerns cluster around academic integrity, algorithmic bias, data privacy, the digital divide, and a possible erosion of independent reasoning when learners over-rely on automated output. In conclusion, AI is best understood as an amplifier of pedagogy, rather than a replacement for teachers or human judgment. Its benefits are conditional on AI literacy, transparent governance, and equitable access. Non-formal settings, being flexible and learner-driven, are particularly well placed to exploit AI, provided the same ethical safeguards apply.

Artificial intelligence dependency in college students: a critical narrative review

This critical narrative review synthesizes evidence from the past decade on AI dependency among college students, focusing on conceptualizations, theoretical frameworks, prevalence and demographic variations, measurement tools, determinants, intervention strategies, and research gaps.

From Human to Hybrid: Artificial Intelligence and the Transformation of Language Services

The growing presence of artificial intelligence (AI) in everyday life has generated debate regarding its impact on language services, where tools such as Large Language Models (LLMs) are increasingly being integrated. Framed as an exploratory and preliminary study, this article examines how a self-selected sample of 60 language-service professionals working in European contexts perceive the adoption of AI, particularly LLMs, in relation to professional practices, quality, ethical concerns, and emerging competence requirements. An embedded mixed-methods design was adopted, combining descriptive quantitative analysis with the thematic analysis of open-ended responses. The findings suggest a cautious and selective adoption of LLMs. While respondents recognise potential advantages related to speed, productivity, and support for specific tasks, they also identify persistent limitations concerning quality, terminology, contextual adequacy, cultural sensitivity, and the need for human revision. Respondents also report concerns about professional devaluation, changing work conditions, and the need for reskilling, particularly in relation to general translation and AI-assisted workflows. At the same time, some participants identify opportunities for innovation, enhanced human oversight, and the revaluation of specialised expertise. Overall, the study suggests that, from the perspective of the surveyed professionals, AI is contributing to the reconfiguration of language-service practices, while reinforcing the continued importance of human judgement, linguistic expertise, ethical responsibility, and critical engagement with AI-generated outputs.

The Role of Artificial Intelligence in Education: Opportunities, Challenges, and Implications for Formal and Non-Formal Learning

Artificial Intelligence and Early Childhood Development (ages 0-5): Exploring Benefits, Risks and Ethical Consequences

It is increasingly evident that Artificial intelligence (AI) has permeated contemporarysociety and fundamentally transformed human activities globally. In spite of evidenceon the rapid benefits of AI in different sectors in society like health, industry, educationand so on, there is still limited research on the impact of AI on early childhooddevelopment (ages 0-5). Early childhood is often a critical period when it comes to thecognitive, emotional and behavioral growth of an individual. Therefore,understanding how AI-integrated environments reshape these formative years isessential. The paper utilizes a narrative review of journal articles, relevant academicliterature, policy briefs, books and internet sources. Findings indicate that whileartificial intelligence offers many benefits for children at their early development suchas personalized adaptive learning, interactive play, enhanced creativity, earlydetection and special education, problem solving and acquisition of social skills, it alsoposes significant risks. However, over-dependence on AI may hinder natural socialinteractions, and unrestricted use of certain AI tools can expose children to digitalsafety threats. This paper concludes by recommending a balanced approach thatintegrates technology use with conventional learning. It further emphasises the vitalrole of parental and educator guidance on the use of AI technologies by children asone of the important ways to mitigate the negative impacts of AI on the developingchild, which extends to the family and society.