Learning in the Cloud, Drifting in the Mind

As artificial intelligence (AI) continues to revolutionize the educational landscape, it enables tailored, data-driven learning experiences facilitated by AI-powered platforms. However, alongside gains in increased accessibility and efficiency, a subtler cost is also emerging; students' sense of self is being fractured, they are experiencing cognitive overload, and they are becoming emotionally detached. Drawing on Cognitive Load Theory and Sociotechnical Systems Theory, the current research highlights how such systems can either enhance or hinder the cognitive and socio-emotional factors crucial to meaningful learning. A comprehensive literature review maps the current state of generative AI in higher education, highlighting its capacity to improve student outcomes through scalable personalization and real-time feedback. At the same time, the review identifies how AI shapes learning behaviors, influences student well-being, and redefines the roles and responsibilities of faculty within this evolving educational landscape.