Ethical Interaction with Artificial Intelligence Applications and Its Relationship with Digital Well-Being among University Students in Jerusalem
DOI:
https://doi.org/10.63939/JSS.2026-Vol10.N41.110-148Keywords:
Ethical Interaction, Digital Well-Being, Artificial Intelligence, Classroom EnvironmentsAbstract
Received: 06/08/2026, Accepted: 12/09/2026, Published: 15/09/2026
The present study aimed to identify the relationship between ethical interaction with artificial intelligence and digital well-being among university students in Jerusalem. The descriptive correlational method was employed, whereby the Ethical Interaction Scale and the Digital Well-Being Scale were administered to a research sample of 250 male and female university students in Jerusalem. The data were collected and analyzed using the Statistical Package for the Social Sciences (SPSS). The study concluded that there was a statistically significant positive relationship between ethical interaction and digital well-being among university students in Jerusalem (rp = .523, p < 0.01). The mean score for the level of ethical interaction among the students was 4.39, indicating a high level. The mean score for the level of well-being was 4.40, also indicating a high level. No statistically significant differences were found in the level of ethical interaction among university students in Jerusalem attributable to the variables of gender, academic year, specialization, frequency of use, and training. Likewise, no statistically significant differences were found in the level of digital well-being among university students in Jerusalem attributable to the variables of academic year, specialization, frequency of use, and training. However, statistically significant differences were found in the level of digital well-being among university students in Jerusalem attributable to gender, in favor of males. The study recommended requiring developers to exclude technologies that contain deceptive and dark patterns, training and preparing teachers on how to deal with artificial intelligence tools and applications, and conducting further studies in the Arab context
Downloads
References
Abdul Qader, R. (2026). Secondary school students’ acceptance of using artificial intelligence applications as an initial tool to support mental health. Journal of Humanities and Natural Sciences, 7(1), 435–442. https://doi.org/10.53796/hnsj71/26
Al-Bouhniya, A. (2025). Artificial intelligence experts in education: An educational framework for building ethical awareness among the general public in the Kingdom of Saudi Arabia in light of international and national documents. Journal of Educational Sciences and Humanities Studies, (50), 86. https://doi.org/10.55074/hesj.vi50.1612
Alfathiah, F., Faisal, N. A. F., Awalia, A. N. G., Kaswar, A. B., & Fakhri, M. M. (2026). Digital Balance in the AI Era: A Life-Course Perspective on AI Interaction, Digital Well-Being, and Academic Performance among Engineering Students. Artificial Intelligence in Lifelong and Life-Course Education, 1(1),1-12.
Al-Maliki, A. (2026). Digital fasting and the extent of students’ acceptance of its concept and application. Al-Andalus Journal for Humanities and Social Sciences, (147), 6–38. http://search.mandumah.com/Record/1646135
Amasha, S. (2025). The role of artificial intelligence in promoting school governance: An analytical study. Journal of International Scientific Conferences, (27), 46.
Aswad, B. (2026). Digital isolation and its impact on learners’ social and psychological development in the era of smart education. Ibn Khaldoun Journal for Studies and Research, 6(6). https://doi.org/10.56989/benkj.v6i6.1951
Bittle, K., & El-Gayar, O. (2025). Generative AI and Academic Integrity in Higher Education: A Systematic Review and Research Agenda. Information, 16(4), 296. https://doi.org/10.3390/info16040296
Buelens, F., Seymoens, T., Verplancke, J., & Van Daele, T. (2026). Development of a contextualized, research-based Flemish assessment framework for digital care, assistance, and support: Delphi study. JMIR Formative Research, 10, e88512. https://doi.org/10.2196/88512
Černý, M. (2025). Conceptualization of Digital Wellbeing Associated with Generative Artificial Intelligence from the Perspective of University Students. European Journal of Investigation in Health, Psychology and Education, 15(10), 197. https://doi.org/10.3390/ejihpe15100197
Černý, M. (2025). Digital well-being as an educational challenge: a mapping review study. Journal of Applied Technical and Educational Sciences, 15(1), Art No: 402. PP.1-11 https://doi.org/10.24368/jates402
Chen, Z., Chen, C., Yang, G., He, X., Chi, X., Zeng, Z., & Chen, X. (2024). Research integrity in the era of artificial intelligence: Challenges and responses. Medicine, 103(27), e38811. https://doi.org/10.1097/MD.0000000000038811
Čiževska, A. (2025). Overreliance on AI and Its Effects on Student Cognition: What Can Teachers and Students Do? [Review paper]. Transport and Telecommunication Institute, Riga. https://www.researchgate.net/publication/397300205
Darwish, D. (2026). The impact of artificial intelligence and digital psychological support on promoting mental health among university youth. Journal of the College of Basic Education for Educational and Human Sciences, 18(74), 90. https://becj-iq.org/view.php?id=5203
e70211. https://doi.org/10.3791/70211
Eke, D.O. ChatGPT and the rise of generative AI: Threat to academic integrity? J. Responsible Technol. 2023, 13, 100060. [Google Scholar] [CrossRef]
Fütterer, T., et al. (2025). Artificial intelligence in classroom management: A systematic review on educational purposes, technical implementations, and ethical considerations. Eindhoven University of Technology Research. https://researchgate.net
Hamdan, R. (2025). The role of using artificial intelligence applications in enhancing the academic aspirations of tenth-grade students in Al-Jami'a District. Journal of the Faculty of Education, 41(1), 33–55. http://search.mandumah.com/Record/1579443
Hamdi, E. (2023). Algorithmic bias... a new challenge facing our Arab universities. Al-Fanar Media.https://doi.org/10.18178/ijiet.2024.14.8.2142
Khair, R., & Halat, A. (2023). Promoting critical and ethical thinking in the age of artificial intelligence: A practical approach. MEPLI. https://tinyurl.com/3k3bdfuc
Kong, S. C., & Zhu, J. (2025). Developing and validating an artificial intelligence ethical awareness scale for secondary and university students: Cultivating ethical awareness through problem-solving with artificial intelligence tools. Computers and Education: Artificial Intelligence, 9, Article 100447. https://doi.org/10.1016/j.caeai.2025.100447
Lutfi, R. (2025). Artificial intelligence and digital wisdom: Ethical and existential challenges between engineering and philosophy. Al-Mahkama Journal for Social Studies, 13(3), 27–46. https://asjp.cerist.dz/en/article/275688#276518
Oh, J., Jin, H., & Nah, S. (2026). The significance of ethical awareness in human–AI interaction: The effects of two types of algorithmic literacy on users’ trust and sense of agency. Telematics and Informatics, 107, Article 102403. https://doi.org/10.1016/j.tele.2026.102403
Saúde, R., Barros, C., & Almeida, M. (2024). Impacts of generative artificial intelligence in higher education: Research trends and students’ perceptions. Social Sciences, 13(8), 410. https://doi.org/10.3390/socsci13080410
Sharma, E. (2025). The Governance of Digital Well-being: Policy Imperatives for Ethical AI Use in Mental Health and Educational Platforms, International Journal on Science and Technology (IJSAT), 16(4). 1-16. https://doi.org/10.71097/IJSAT.v16.i4.9303
Ventura, A. M. C., & Lopez, L. S. (2024). Unlocking the future of learning: Assessing students’ awareness and usage of AI tools. International Journal of Information and Education Technology, 14(8), 1136–1144.
Wang, H., Khoso, A. K., & Althubyani, A. R. (2026). Technostress, digital fatigue, and AI dependency as antecedents of burnout and SDG-4 achievement in EFL classrooms. Scientific Reports, 16(1), Article 45402. doi.org. https://doi.org/10.1038/s41598-026-45402-7
Wang, Y. (2026). How digital wellbeing and generative AI drive students’ academic success and sustainable development goals. Journal of Visualized Experiments, (228).
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Authors retain full copyright and publishing rights without restrictions. All articles published in the Journal of Social Sciences are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). This allows readers to share, copy, and redistribute the material, provided that appropriate credit is given to the original authors.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
This work is licensed under CC BY-NC 4.0
