ESP-3235

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2025-05-22

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Vol. 10 No. 5 (2025): Published

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Research Articles

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Copyright (c) 2025 Analiza B. Calles

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How to Cite

B. Calles, A. (2025). Harnessing AI for content and strategies in instructional purposes: Limitations and red flags. Environment and Social Psychology, 10(5), ESP-3235. https://doi.org/10.59429/esp.v10i5.3235

Harnessing AI for content and strategies in instructional purposes: Limitations and red flags

Analiza B. Calles

School of Graduate Studies and School of Technology and Computer Studies, Biliran Province, State University, Naval, Biliran Province, 6541, Philippines


DOI: https://doi.org/10.59429/esp.v10i5.3235


Keywords: harnessing AI; content; strategies; instructional purposes; limitations, red flags

Abstract

This study examines the psychological effects of artificial intelligence (AI) in educational settings, with a particular focus on cognitive, behavioral, and social dimensions. Based on interviews with higher education instructors in Biliran Province, Philippines, the findings indicate that although AI tools ease cognitive load by automating repetitive tasks; however, they often lack the depth and contextual relevance necessary for specialized academic subjects. This shortfall may reduce cognitive engagement, as students could become overly dependent on AI-generated content, thereby weakening their critical thinking skills. Behaviorally, the shift toward AI reliance raises ethical concerns, as students are increasingly bypassing independent learning in favor of automated responses, thus threatening academic integrity. On a social level, AI affects student-instructor interactions and intensifies privacy concerns, with participants voicing apprehension about data security and AI-facilitated plagiarism. These findings highlight the importance of balanced AI integration—one that fosters cognitive engagement, upholds ethical academic behavior, and maintains authentic social interaction—to ensure responsible AI use in educational contexts.

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