Journal Emerging Technologies in Education

Ethics of AI Tutors: Balancing Automation and Human Interaction in Education

Ali Mufron — 2025-12-24

Background. Artificial intelligence tutors are increasingly adopted in education to enhance efficiency, personalization, and accessibility. Despite their widespread use, ethical concerns related to reduced human interaction, moral responsibility, and learner well-being remain insufficiently addressed.

Purpose. This study aims to examine the ethical implications of AI tutors by analyzing how automation can be balanced with meaningful human interaction in educational settings.

Method. The study employs a qualitative descriptive approach using secondary statistical data, document analysis, and case study examination. Data are analyzed thematically to identify ethical patterns related to automation, human roles, and institutional governance.

Results. The findings indicate that AI tutors effectively support structured learning activities but are limited in relational and emotional engagement. Educators perceive AI tutors as supplementary tools, while ethical responsibility is often managed informally due to the absence of explicit institutional guidelines.

Conclusion. The study concludes that ethical integration of AI tutors requires intentional balance, where automation enhances efficiency and human interaction preserves educational values. The novelty of this research lies in its integration of ethical theory and educational practice to conceptualize AI tutors as complementary rather than substitutive agents within human-centered learning environments.

Teacher Digital Literacy and Student Outcomes: A Correlation Study in Secondary Schools

Haruko Takahashi — 2025-12-24

Background. Digital technologies have become integral to secondary education, increasing demands on teachers to possess strong digital literacy. While technology integration is widely promoted, empirical evidence explaining how teacher digital literacy relates to student outcomes remains limited, particularly at the secondary school level where instructional complexity is higher.

Purpose. This study aims to examine the correlation between teacher digital literacy and student outcomes in secondary schools, focusing on academic achievement and learning engagement as key indicators of educational effectiveness.

Method. The study employs a quantitative correlational research design supported by descriptive case analysis. Data were collected from secondary school teachers and students using standardized digital literacy questionnaires, student engagement instruments, and academic records. Statistical analysis was conducted to identify relationships between variables, complemented by classroom-level case observations.

Results. The findings reveal a statistically significant positive correlation between teacher digital literacy and student outcomes. A stronger relationship was found with student learning engagement than with academic achievement. Case study evidence demonstrates that teachers with higher digital literacy implement more interactive and student-centered instructional practices, resulting in higher student participation.

Conclusion. The study concludes that teacher digital literacy plays a crucial role in shaping meaningful learning experiences in secondary education. The novelty of this research lies in highlighting student engagement as a key outcome of teacher digital literacy and in integrating quantitative correlation analysis with contextual classroom evidence to strengthen interpretation.

Mindfulness Apps and Student Mental Health: Digital Interventions for Reducing Academic Stress

Maria Clara Reyes — 2025-12-24

concern among students due to increasing academic demands and performance pressure. Digital mental health interventions, particularly mindfulness applications, have gained attention as accessible tools for stress management, yet empirical evidence focusing on academic stress remains limited.

Purpose. This study aims to examine the relationship between mindfulness app use and student mental health, with specific attention to the reduction of academic stress in educational settings.

Method. The study employs a quantitative correlational design supported by descriptive case analysis. Data were collected from students using standardized questionnaires measuring mindfulness app usage, academic stress, and mental well-being. Statistical correlation analysis was conducted to examine relationships among variables, complemented by case-based comparisons of high and low app users.

Results. The findings reveal a significant negative correlation between mindfulness app use and academic stress, along with a positive relationship between app use and mental well-being. Consistent engagement with mindfulness apps was associated with lower stress levels and improved emotional regulation. Case study findings further illustrate differences in coping strategies between regular and irregular users.

Conclusion. The study concludes that mindfulness apps function as effective digital interventions for reducing academic stress when used consistently. The novelty of this research lies in emphasizing usage consistency as a key determinant of effectiveness and in integrating quantitative and contextual evidence to explain how digital mindfulness interventions support student mental health.