Artificial Intelligence and Psychological Capital in STEM Education: A Systematic Review of High School Learning Contexts
Bright Appiagyei-Boakye and Rajib Chakraborty
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Abstract:
Aim: The aim of this study was to examine ways that artificial intelligence (AI) boosts psychological capital (PsyCap) comprising self-efficacy, resilience and optimism within students of high-school enrolled in science subjects. The study also addresses scarce synthesis of evidence connecting AI-enabled science learning alongside development of PsyCap at secondary education level. Methodology: The researcher used a secondary qualitative research design, adopting a systematic literature review (SLR). From 2015 to 2025, studies were extracted from ERIC, PubMed, Scopus, PsycINFO and Web of Science, including ten studies that were finally selected for the analysis. Braun and Clarke’s thematic analysis guided the interpretation of the data. Theoretically, psychological capital theory and self-efficacy theory were adopted to provide insights into the potential impact of AI-enriched learning environments on students’ cognitive and emotional growth. Findings: The review suggests that while results are mixed and depend on the specific context, AI interventions could have a positive effect on certain PsyCap dimensions, with only a limited number of contextually heterogeneous studies included. Some findings were context-specific, time-bound, or reliant on self-reported data, limiting validity. Jia and Tu (2024), for example, observed that AI’s direct effect on critical thinking is minimal, suggesting it may not uniformly enhance PsyCap. AI tools—such as robotics, chatbots, and adaptive platforms—were found to strengthen self-efficacy through tailored feedback and interactive learning. Resilience improved as AI reduced student anxiety and aided emotional regulation, while optimism was boosted through renewed engagement in science learning. Implications: The study highlights the need for education policies that deliberately integrate AI into science and STEM curricula to foster PsyCap. Policymakers should prioritize access to AI-enabled tools and platforms while addressing the digital divide to ensure students from socioeconomic backgrounds benefit equally. With teacher support and digital access, the use of AI with equitable and ethically informed approaches could help foster resilience, optimism and self-efficacy in learning science.
Keywords:
AI-assisted learning, STEM psychology, educational technology, adolescent learning, Phycological capital.
Citation: Bright Appiagyei-Boakye and Rajib Chakraborty (2026). Artificial Intelligence and Psychological Capital in STEM Education: A Systematic Review of High School Learning Contexts. Horizon J. Hum. Soc. Sci. Res. 8 (1), 5–18. https://doi.org/10.37534/bp.jhssr.2026.v8.n1.id1337.p5
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