Mindful Learning through AI-Exploring the Relationship between Artificial Intelligence Focus and Academic Resilience
DOI:
https://doi.org/10.47067/ramss.v8i2.562Keywords:
Artificial Intelligence, Mindful Learning, Academic Resilience, Academic Performance, Emotional Adaptability, Higher Education, Self-Regulated Learning, Predictive AnalysisAbstract
The article was a quantitative research study that investigated the correlation of AI-based focus, mindful learning, and academic resilience in higher education learners in Pakistan. Simple random sampling technique was used to select 200 academic staff members and self-administered questionnaire of Likert-scale was used to collect the data. The regression, multiple regression, ANOVA, and correlation analysis helped to study the predictive and relational implications of AI-targeted learning and mindful practices on academic resilience, performance, and emotional adaptability. The results demonstrated that AI-driven focus was a good positive prognosticator of academic resilience and explained 42.5% of the variance. The outcome of the multiple regression analysis suggested that the academic performance and emotional adaptability was conditional upon AI focus and mindful learning, which was the explanation of the variation of the outcomes (54.4). It was also demonstrated in the course of correlation analysis that the AI-related engagement and academic resilience are strongly correlated (r = 0.652, p < 0.01). The findings suggest that AI technologies along with mindfulness ideas can be utilized to create the entire conditions of learning that can potentially enhance cognitive functioning, emotional regulation, and academic performance in general. In its paper, the authors highlight the necessity of the application of AI-supported mindful learning methods in higher education as effective means of achieving academic and psychological health, and give some practical implications to the teacher, policy-maker, and curriculum developer.
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