PSYCHOLOGICAL FACTORS IN THE INTEGRATION OF ARTIFICIAL INTELLIGENCE INTO THE EDUCATIONAL ENVIRONMENT AND ITS IMPACT ON LEARNING

The increasing integration of artificial intelligence into education is transforming not only instructional technologies but also the psychological mechanisms underlying learning. AI-supported educational environments provide opportunities for adaptive instruction, individualized feedback, intelligent tutoring, continuous assessment, and personalized learning trajectories. At the same time, the growing involvement of artificial intelligence in cognitive and educational activities raises important questions concerning learner motivation, cognitive load, self-regulation, autonomy, critical thinking, and psychological dependence on technological assistance. This article examines motivation, cognitive load, and self-regulated learning as interconnected psychological dimensions of artificial intelligence-supported education. Particular attention is given to the ways in which AI-based systems may influence learners' engagement, perceived competence, goal setting, attention, decision-making, and regulation of their own learning activities. The study approaches artificial intelligence not as an autonomous substitute for the teacher or learner but as a pedagogical instrument whose psychological effects depend on the purposes, conditions, and methods of its use. The analysis also considers the potential benefits and risks of personalized learning, generative AI, automated feedback, and human–AI interaction in educational settings. It is argued that the effectiveness of AI-supported learning should be evaluated not only in terms of technological functionality and academic performance but also through its capacity to preserve learner agency, encourage intellectual effort, and support sustainable motivation and self-regulation. In this context, a psychologically informed pedagogical approach is necessary to ensure that artificial intelligence enhances rather than replaces the cognitive and metacognitive processes essential to meaningful learning.