Creative Partnerships between Humans and AI: A Fourth Learning Format?

This paper examines the psychological well-being of university students across various learning formats (in-person, online, and hybrid) and reflects on the role artificial intelligence (AI) tools play in supporting this well-being. The paper analyzes the impact of the learning formats on the dynamics of anxiety and depression levels in students, on their coping strategies for academic stress and the risk of burnout.

In addition to differences related to the learning formats, the increasingly active integration of AI technologies into higher education is also becoming a factor of psychological well-being. This integration affects not only the modes of learning but also the structure of interactions between participants in the educational process and an individual’s subjective perception of resilience and learning satisfaction. In this context, it is essential to understand whether artificial intelligence can act as a mediator in reducing emotional stress, supporting reflection and self-regulation, or whether its widespread use may contribute to the emergence of new stressors, such as the exacerbated inequality and the uncertainty regarding the student’s role. A new concept of ‘creative partnerships’ between students, teachers, and AI agents is formulated suggesting a special type of educational connections. Meaningometry, multi-subjectness, and the algebra of reflexive statement constitute the three methodological pillars of the study. The concept of Communicative Artificial Intelligence (CAI) is considered as a foundational paradigm. It is shown that creative partnerships with AI incorporated in learning are not limited to their instrumental function, but rather open up opportunities for developing self-understanding and reflection skills in students, thereby creating the potential framework for a ‘fourth learning format’ focused on supporting psychological resilience.

The main features of the proposed model of creative partnerships are described, and prospects for its empirical verification, as well as ethical and pedagogical implications of integrating AI into the educational process, are discussed. Further research is outlined aimed at clarifying the conditions under which the use of AI can contribute to maintaining students’ psychological well-being.

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