LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 1665.
DOI: https://doi.org/10.56712/latam.v6i4.4390
Perceptions of artificial intelligence among psychology
students*
Percepciones de la inteligencia artificial entre estudiantes de psicología
Tatiana de Cassia Nakano
tatiananakano@hotmail.com
https://orcid.org/0000-0002-5720-8940
Pontifícia Universidade Católica de Campinas
Campinas – Brasil
João Vitor Sarôa Brandine
joao.vsb4@puccampinas.edu.br
https://orcid.org/0009-0005-9844-1174
Pontifícia Universidade Católica de Campinas
Campinas – Brasil
Paloma do Nascimento Vilvert
paloma.nv@puccampinas.edu.br
https://orcid.org/0009-0009-0657-8720
Pontifícia Universidade Católica de Campinas
Campinas – Brasil
Anna Luisa Penteado Garcia
anna.lpg@puccampinas.edu.br
https://orcid.org/0009-0008-6329-409X
Pontifícia Universidade Católica de Campinas
Campinas – Brasil
Maria Eduarda Vieira de Andrade
maria.eva@puccampinas.edu.br
https://orcid.org/0009-0005-2513-1677
Pontifícia Universidade Católica de Campinas
Campinas – Brasil
Artículo recibido: 28 de junio de 2025. Aceptado para publicación: 25 de agosto de 2025.
Conflictos de Interés: Ninguno que declarar.
Abstract
Artificial intelligence (AI) has been applied to a variety of fields of knowledge. In order to investigate
students' perceptions regarding the use of artificial intelligence and possible impacts, 113 students
from the first through tenth semesters of the course responded to an online questionnaire. Participants
came from five Brazilian states and were aged 18 to 42 years old (M = 22.0; SD = 4.6), with 75.2% being
female. The majority of respondents (92.0%) stated that they had already used AI tools, especially
ChatGPT. The majority of respondents (54.8%) believed that AI could benefit psychology professionals,
while 39.8% were uncertain. Most of the sample responded that they have doubts (45.1%) about the
benefits of AI for the users of psychology services, and 36.2% agreed. Among the main concerns about
*This paper has been supported by Fapesp with scientific initiation scholarships for the second and third authors (processes
2024/13004-9 and 2024/09673-2), CNPq with a scientific initiation scholarship and a research productivity scholarship for the
fifth and first authors (process 308044/2023-1), and Fapic with a scientific initiation scholarship for the fourth author.
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 1666.
the use of AI in Psychology are issues related to self-diagnosis, the replacement of professionals by
artificial intelligence, a devaluation of the service, a reduction in student study, dissemination of
superficial information, and ethical concerns. However, despite their recent introduction, AI tools have
been widely implemented by psychology students, although doubts remain regarding their practical
benefits, both for professionals and users.
Keywords: technology, computer applications, opinion poll
Resumen
La inteligencia artificial (IA) se ha aplicado a diversas áreas del conocimiento. Para investigar las
percepciones de los estudiantes sobre su uso y sus posibles impactos, 113 estudiantes de primero a
décimo semestre del curso respondieron a un cuestionario en línea. Los participantes provenían de
cinco estados brasileños y tenían entre 18 y 42 años (M = 22,0; DE = 4,6), siendo el 75,2% mujeres. La
mayoría de los encuestados (92,0%) afirmó haber utilizado herramientas de IA, especialmente
ChatGPT. La mayoría de los encuestados (54,8%) creía que la IA podría beneficiar a los profesionales
de la psicología, mientras que el 39,8% no estaba seguro. La mayor parte de la muestra respondió tener
dudas (45,1%) sobre los beneficios de la IA para los usuarios de servicios de psicología, y el 36,2%
coincidió. Entre las principales preocupaciones sobre el uso de la IA en Psicología se encuentran
cuestiones relacionadas con el autodiagnóstico, la sustitución de profesionales por inteligencia
artificial, la devaluación del servicio, la reducción del estudio estudiantil, la difusión de información
superficial y las preocupaciones éticas. Sin embargo, a pesar de su reciente introducción, las
herramientas de IA han sido ampliamente implementadas por los estudiantes de psicología, aunque
persisten dudas sobre sus beneficios prácticos, tanto para los profesionales como para los usuarios.
Palabras clave: tecnología, aplicaciones informáticas, encuesta de opinión
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.
Cómo citar: Nakano, T. de C., Sarôa Brandine, J. V., Vilvert, P. do N., Penteado Garcia, A. L., & Vieira de
Andrade, M. E. (2025). Perceptions of artificial intelligence among psychology students. LATAM
Revista Latinoamericana de Ciencias Sociales y Humanidades 6 (4), 1665 – 1680.
https://doi.org/10.56712/latam.v6i4.4390
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ISSN en línea: 2789-3855, agosto, 2025, Volumen VI, Número 4 p 1667.
INTRODUCTION
Artificial intelligence (AI) can be defined as techniques and approaches resulting from the development
of computer systems that are capable of performing tasks that typically require human intelligence
(Cardoso et al., 2022) like abilities for learning, reasoning and problem-solving, pattern recognition,
generalization, and predictive inference (Mariani et al., 2021). In recent years, these tools have
revolutionized several fields of knowledge, some more intensely than others (Tavares et al., 2020).
A number of experts have demonstrated that artificial intelligence tools can be used in higher education
to transform the teaching and learning process, such as facilitating the personalized adaptation of
education and the optimization of academic outcomes, as well as facilitating the inclusion of students
with special educational needs and distance learning (Proaño & Marcillo, 2024), democratizing
access to education (Silva, 2023). Additionally, autonomous learning can be promoted and the
educational experience enhanced (Abdalilah & Mohammed, 2023), as well as maintaining
autonomy, motivation, and efficiency in the classroom (Holstein, 2019). In addition to resolving doubts
and receiving assistance in real time, IA can facilitates the analysis, evaluation and receipt of
information from a variety of perspectives (Ibarra et al., 2024). Therefore, according to the literature,
artificial intelligence has the potential to significantly transform higher education, although its
implementation must be conducted carefully and ethically (Giler et al., 2021).
Through the use of artificial intelligence tools, significant progress has been made in pattern
recognition and real-time learning, enabling machines, for example, to perform tasks that were
previously performed only by humans. With the ability to solve complex problems, as well as the
approach to human language, as well as the ethical discussion involved, this area of study is becoming
increasingly popular (Rodrigues & Rodrigues,2020). Despite several benefits of AI, Crowder (2012)
demonstrated more than a decade ago concern about how it might affect human perception of the
technology.
In psychology, applications of AI have been highlighted, especially in light of the fact that this science
has been transformed by technological advancements over the last few decades (Chenneville et al.,
2024). This trend accelerated during the Covid-19 pandemic, a time when online platforms were
increasingly used for online psychotherapy services, virtual research, and teaching. A similar change in
importance can also be noted with the rise of artificial intelligence.
As an example, in the context of clinical psychology, virtual patients are being developed to facilitate
the practice of psychotherapy. In the organizational context, AI can facilitate the selection of personnel,
as well as assist with diagnosis, prognosis, and treatment decisions for mental illnesses (Gado et al.,
2022). Other uses, highlighted by Fiske et al. (2019), include therapeutic applications in mental health
services in simpler cases as a tool for support, comfort, and social interaction, as well as more complex
uses, such as therapeutic interventions previously offered only by psychotherapists.
Moreover, researchers have envisioned the possibility of using robots to treat dementia and autistic
disorders, highlighting that artificial intelligence is increasingly replacing high-level therapeutic
interventions previously offered only by highly qualified and trained health professionals (Fiske et al.,
2019). Additionally, the authors suggest that the application of artificial intelligence in this field has
many important benefits, including the possibility of developing new treatment methods, the
opportunity to include hard-to-reach populations, those in remote or underserved areas, those with low
adherence or those in vulnerable circumstances, in order to provide a more effective treatment for the
patient, reduce costs, as well as improve the quality of service.
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Similarly, Mansurova (2024) discusses the use of artificial intelligence in psychology. According to the
author, AI has been used to improve mental health diagnoses and treatments, enabling more accurate
and personalized approaches and treatment plans (based on the unique psychological characteristics
of each individual), in addition to improving therapeutic interventions, which can lead to better
therapeutic outcomes and greater patient satisfaction, provide immediate support and direct
individuals to appropriate treatment when necessary.
D’Alfonso (2020) reiterates that, like many others, mental health has been impacted by the revolution
brought about by artificial intelligence, which has been developed for the purpose of developing
solutions that assist in the prediction, detection, and treatment of mental illnesses, for example, in
applications designed to enhance user experiences and optimize personalized mental health care. The
data available on personal digital devices and social media interactions can be mined to gain insight
into the behavior of patients.
As part of research, including psychology, artificial intelligence enables the generation of texts that
reflect human characteristics and the analysis of large volumes of textual data that are unparalleled in
the field. It overcomes the difficulties associated with manual data analysis, as well as the limitations
associated with small samples, demonstrating its efficiency in accomplishing such tasks (Salah et al.,
2023). Through the use of such tools, a wide range of phenomena can be studied on a scale, depth, and
breadth unimaginable through conventional research methods. Further, platforms have made it easier
for researchers to write and translate articles into English, allowing them to publish their research in
international scientific journals (González-Rivera, 2025).
To gain a better understanding of the breadth of applications of Artificial Intelligence in Psychology,
particularly in clinical settings, Litardo (2025) conducted a search for available tools, finding 12 tools,
primarily in the United States, United Kingdom and Spain, which are more advanced in their
implementation. A review of the functionality of these tools revealed three main applications: (1)
administrative (agenda management, visit scheduling, transcription of sessions, summary generation,
clinical record management and accounting), (2) AI as a psychologist's assistant (analyzing
questionnaire responses, identifying behavior patterns, providing assistance with diagnosis, suggesting
therapeutic interventions, overseeing and monitoring treatment) and (3) patient follow-up (preparing
for future sessions, monitoring progress, adjusting treatments, providing emotional support, offering
educational resources).
The wide variety of uses of these tools, however, has raised ethical concerns, potential biases, and
limitations (Dwivedi et al., 2023) . A robust debate is already underway regarding the impact of artificial
intelligence in diverse domains, including work, social interactions, health, justice, and security,
including questions about privacy, prejudice, security, responsibility, and ethics (Sichman, 2021). Thus,
concerns over the social and psychological implications of emerging communication technologies are
being raised (Sundar, 2020).
Mansurova (2024) identifies two concerns with regards to the use of artificial intelligence in patient
care. The first danger of AI is that it may create impersonal, standardized treatments that fail to capture
the complexity of human emotions and experiences. Secondly, the realization that AI systems can
produce unbiased results depending on the data they are trained on, so that systems trained on biased
data are at risk of perpetuating racial, gender, and cultural biases. In this regard, the author emphasizes
that, although these advances are promising, they should be implemented in a responsible and ethical
manner so that possible risks and challenges can be mitigated. In addition, the researcher highlights
another disadvantage, the loss of human connection during therapy, since machines cannot provide
the same level of support during therapeutic treatment as humans can (empathy, emotional support,
and understanding), qualities that AI cannot adequately replicate. In the absence of this genuine
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interaction, the author states that patients may feel isolated, misunderstood, or disengaged, which can
inhibit their progress. Moreover, secrecy, privacy, and confidentiality must be protected as they are in
face-to-face clinical practice (Burani & Vieira, 2020).
In addition, there are several important points relating to the use of data, regulatory gaps, issues related
to privacy and trust, as well as concerns about misuse and the possibility that artificial intelligence may
increase health inequalities, as well as aspects related to the long-term effects of these applications
on disease and human conditions (Fiske et al., 2019).One of the main challenges concerns the
overreliance on AI tools, which restricts interactions between humans and negatively impacts the socio-
emotional development of students. Inequalities may also be perpetuated and intensified by access to
these technologies (Giler et al., 2025), which is why it is important to emphasize this possibility. The
potential impact on cognitive development and the ability to construct knowledge autonomously
cannot be ignored either (Cui, 2024). A more detailed investigation is still required in this context.
In light of these types of questions, which remain unanswered, some people are still skeptical of
artificial intelligence.There may be questions such as: to what extent can artificial intelligence
outperform humans? How will automation affect the jobs and tasks performed by humans? It still
remains unclear whether their use is beneficial, resulting in concerns about the need to establish ethical
guidelines (Crowder, 2012). Quality and veracity of information are both concerned, as is the critical
ability to use these tools (Rodrigues & Rodrigues, 2020).
Due to the potential potential benefits of artificial intelligence in psychology, as highlighted above, it is
necessary to raise awareness and curiosity among psychology students so they will be willing to utilize
it in their training process, given that users may have ambiguous feelings regarding it (Gado et al.,
2022). It is important to understand how and when people are more likely to adopt AI technology in this
context by studying their perceptions of this topic and their intimidation or overwhelming response to
it, seeing it as threatening, potentially feeling uncomfortable, and not utilizing the beneficial
opportunities that it offers (Gado et al., 2022). A major question arises as AI advances and is perfected:
how will such tools affect psychological practice and the relationship between therapists and
patients? (Litardo, 2025).
Therefore, Crowder (2012) emphasizes the importance of understanding how people will receive and
perceive a complete artificial intelligence system. In the study presented here, psychology students
were examined taking into account that AI is increasingly used in educational environments, particularly
among university students (Geroche & Guay, 2024). Thus, this study was designed to examine the
perception of psychology students regarding artificial intelligence, its use in various contexts, its
benefits for professionals and users, as well as the main concerns they have.
METHODOLOGY
Participants
The sample consisted of 112 undergraduate Psychology students, 75.8% of whom were female, 18.7%
were male, and 5.36% identified as non-binary. The participants were aged between 18 and 42 years
old (M = 21.9 years; SD = 1.4). The students were in all semesters of the course, namely first semester
(n = 5), second semester (n = 4), third semester (n = 8), fourth semester (n = 6), fifth semester (n = 20),
sixth semester (n = 16), seventh semester (n = 48), eighth semester (n = 1), ninth semester (n = 2) and
tenth semester (n = 2). They attended private institutions (94.6%), located in five Brazilian states:
Sao Paulo, Rio de Janeiro, Minas Gerais, Paraíba and Pernambuco.
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Instrument
For the purpose of collecting data, an online questionnaire was developed and made available through
Survey Monkey, containing 12 open and closed questions. The first five questions were related to
sociodemographic data and the remaining questions were related to the research topic: (1) Have you
ever used artificial intelligence (AI) tools in any context of your life (personal, social, educational,
work)?, (2) If you answered yes to the previous question, what tool did you use?, (3) Do you believe that
AI has the potential to benefit professionals in the field of psychology?, (4) If you consider that artificial
intelligence can bring benefits to psychologists, please indicate which ones, (5) In your opinion, does
AI have the potential to benefit users of Psychology services?, (6) If you believe that artificial
intelligence can be beneficial to users of psychology services, please indicate which ones,(7) What are
your main concerns regarding the use of artificial intelligence in psychology?
Procedures
The questionnaire was distributed to Psychology students at the authors' institution, as well as sent to
professors at other institutions for distribution to students. Responses were accepted during a two-
month period at the beginning of 2025.Initially, the participant accessed the Free and Informed Consent
Form, which contained information about the research and ethical considerations. After agreeing to the
conditions, respondents were directed to a second page where they were asked to complete a
questionnaire.
The data were downloaded and entered into a spreadsheet after the end of this period. Data from the
first five questions was used to identify the demographics of the respondents, while data from the other
questions was used to understand the opinions of the students. In order to analyze the closed
questions, frequency of occurrence was considered, and open questions were analyzed through
content analysis, seeking similarity in groupings.
RESULTS AND DISCUSSION
Initially, it is important to clarify that participants have the option of not answering specific
questions. Consequently, the number of responses analyzed for each question varies. You will find the
exact number after the question statement.
In response to the first question “Have you ever used artificial intelligence tools in any context of your
life (personal, social, educational, work)?”, all participants responded (n = 112) with 92.9% selecting the
"yes" option and 7.1% selecting the "no". The results reported here are consistent with those of Geroche
and Guay (2024), who report that 86% of students reported using artificial intelligence in their academic
activities, of which 24% reported using it daily and 54% daily or weekly. Similarly, Ibarra et al. (2000)
found that 59% of university students make frequent use of artificial intelligence, and 41% make
occasional use of artificial intelligence, with none of the students stating that they have never used
such tools in the past. The study conducted by Pegasystems (2017) found that 34% of participants had
interacted with AI in the past, 34% had never interacted with AI, and 32% were unsure whether they had
interacted with AI in the past. This data confirms that these tools, which seemed to be an academic
novelty, soon became part of everyday life (Jeffrey, 2020).
Following this question, the student was asked: "If you answered yes to the previous question, which
tool did you use?".The student was allowed to name as many tools as they desired in response to the
question. As a result, those that were mentioned were counted in terms of their frequency. Most
participants mentioned only one tool, but there were cases where responses included eight different
tools.
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Based on the responses provided by 103 participants, the most commonly used tool is ChatGPT
(82.1%). There were several other tools mentioned more than once. These included Gemini (n = 8), Chat
PDF (n = 5), DeepSeek (n = 4), Meta AI (n = 3), Open AI (n = 3), Leonardo.AI (n = 3), Copilot (n = 2), Bing
(n = 2), and MidJourney (n = 2). Algumas ferramentas foram citadas por um único participante: Image
FX, Prompt AI, Luzia, Sonic, Ideogram e Perplexity.
The tools mentioned involve natural language models, such as OpenAI or ChatGPT, which have
achieved success and aroused much curiosity, particularly because their performance is similar to
humans for many tasks (Shiffrin & Mitchell, 2022). These tools, which fall under the generative category,
can produce content such as texts (ChatGPT), text and images (DALL-E and Midjourney) (Rodrigues
& Rodrigues, 2020). ChatGPT was launched in 2022, and it has quickly become one of the most
influential, successful, and innovative applications in history, given that it is an easy-to-use interface
(Wang et al., 2025) and that it presents a high level of refinement in its responses. A free and a paid
version of this tool are available, and the study verifies its popularity.
The next question is: “Do you think AI can benefit psychologists?”. The survey was closed and 67
participants responded. 54.9% of participants selected "yes," 5.3% selected "no," and 39.8% selected
"unsure". This was also the result of a survey of 900 students conducted by Gherhes and Obrad (2018).
In this study, 52% of students believed that AI could be viewed positively, 39% of students were
optimistic about AI's future, and 23% were concerned. These data confirm Jeffrey's (2020) belief that,
based on the available literature, there appears to be uncertainty about the future of artificial
intelligence, with contradictory views about its potential impact. It may be possible to observe a tension
between the benefits of artificial intelligence and the concern that it may negatively affect human life,
according to the author. Furthermore, Ibarra et al. (2024) reported that 67% of participants believed that
artificial intelligence could assist in developing students' cognitive and emotional skills.
The previous question was complemented by an open-ended question: "If you believe that
artificial intelligence can benefit psychology professionals, list them below". The responses were
categorized into four main topics: (1) benefits related to the study, (2) benefits for the professional in
their work, (3) applications in the context of research, and (4) ethical considerations. Below are
examples of responses in each category.
The majority of responses referred to benefits related to studying, that is, the reality they experienced
as students. Among the benefits visualized are: "it can provide assistance in examining recent articles
and structuring thoughts" (P1), "it can serve as a private tutor to answer conceptual questions"
(P6), "table arrangement, timetable schedule” (P28), “overview of a topic to better study it in the future”
(P14), "ask for summaries of books and papers, search for what you need on academic search sites"
(P46), "assist with the revision and improvement of a text you are writing" (P47),"list courses that will
be offered in the area, conferences, and internship opportunities” (P54).
Wang et al. (2025) highlight the use of AI in university life, especially in the form of virtual assistants
that can offer personalized recommendations to enhance academic performance. In this context, the
authors stress the importance of using AI as a tool for professional development. It is important to
note, however, that this use can also generate fear due to the dependence on technology to carry out
routine tasks.
It is because AI performs specific tasks more efficiently and quickly, for example, improving learning
and the execution of tasks that take a considerable amount of time (Wang et al., 2025). Therefore, the
literature indicates that it can be used as a personal assistant, helping students prioritize their academic
goals, and acting as a personalized monitoring coach (Dekker et al., 2020). The authors assert that
many students have difficulty integrating academically and socially, and managing their learning
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processes (goal setting, planning, monitoring, and time management). AI may even be able to assist in
preventing academic and mental health problems in this scenario.
AI can also promote inclusive learning experiences, facilitating more personalized learning experiences
based on a student's preferences and learning style, in order to improve motivation and engagement
with technology (Geroche & Guay, 2024). The authors of the study state that AI resources are
increasingly being incorporated into the learning routines of university students. However, Sampaio et
al. (2024) emphasize the importance of paying attention to use, particularly by students who have little
prior knowledge of the topic at hand, and it is essential to adopt a critical perspective, so that AI is a
complementary tool rather than a replacement for learning.
Other response categories concern the professional benefits, such as "assists with studies and
organization for the professional" (P4), "as Psychology professionals, we can have access to
information about pathologies and even the DSM-5" (P9), "AI can be helpful by offering support
materials and tools used in sessions" (P10), "optimize the professional's time by applying it to
bureaucratic and operational activities" (P32), "assist the professional with appointments" (P30), "assist
the professional with administering treatment plans for patients" (P37), "if the professional produces
content on social media, AI is able to suggest topics and approaches" (P39) and "suggest literature for
treatment, assist with scheduling sessions" (P49), "transcribing the speeches from the sessions to
improve notes, or even identifying symptoms to assist with diagnosis" (P56). It is interesting to note
that the majority of respondents viewed AI tools as having positive potential in the practice of
psychology. It was not indicated, for example, that they could replace the professional or take their
place, as has been widely discussed in other areas.
As a result of the main uses pointed out by students, we can note the trend of using artificial intelligence
in the clinical context, particularly for issues related to psychotherapy sessions and
psychodiagnosis. Moreover, such areas have been highlighted in the scientific literature (Fiske et al.,
2019; Gado et al., 2022; Mansurova, 2024) in light of their potential to broaden clinical understanding
of mental health conditions. By doing so, it is possible, for instance, to discover behavioral patterns, to
gain a better understanding of variables that influence specific conditions, to assist in the interpretation
of patient information, and to monitor the progress of the patient throughout treatment (Litardo,
2025). Among the possible applications, Bartlett et al. (2022) discuss the possibility of using AI for
identifying variables that can predict adherence to treatment, refine diagnostic criteria, and provide
support for interpretation of patient information and decision-making. In Ayensa's (2024) report, a
virtual patient with depression is created using AI and used for teaching psychology as an example of
this type of application.
Even though AI adoption in psychology is still in its infancy, Bartlett et al. (2022) argue that its
application extends to all domains of this field of knowledge, citing, for example, its application in
mining large data archives, evaluating psychological research questions, formulating hypotheses,
developing and refining models and theories, as well as applications in clinical psychology. In spite of
this breadth of applications, participants did not mention applications outside of clinical
practice. Furthermore, other frequently cited uses confirm the perception of Litardo (2025), according
to which, the purposes include the facilitation of routine and bureaucratic tasks, the indication of
support material, routine organization, the administration of treatment plans, and transcription of
sessions in order to allow the professional more time to devote to the patient directly.
A third category of responses discusses the use of AI in research: "In research, the use of AI would be
very beneficial for the compilation and processing of data" (P36), "automatic test correction" (P33),
"compare data, recognize patterns or characteristics that are difficult for humans to perceive” (P52),
“assist in interpreting graphs” (P55), and “facilitate the preparation of references and citations”
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(P58). The use of artificial intelligence tools in this area can be beneficial to scientists at various stages
of their research, facilitating or accelerating mechanical work and acting as research assistants,
enabling researchers to identify strengths and weaknesses in research and reflect on how to improve
it (Sampaio et al., 2024).
The automation of processes allows researchers to dedicate their time to higher-level activities, such
as theory building, rather than data analysis and manual labor (Bartllet et al., 2022). Researchers often
encounter difficulties when attempting manual data analysis, which results in limiting sample sizes
(Salah et al., 2023) . By analyzing large volumes of data with remarkable efficiency, artificial intelligence
has transformed this scenario, so that such tools can revolutionize research, generating fast,
economical and high-quality research, gathering data, guiding empirical experiments, selecting
theories, methods, and individualized examples (Blythe et al., 2025). It may also contribute to the
development of new scientific discoveries by generating hypotheses, planning experiments, impartial
data processing, combining real and experimental data, and interpreting results, as well as facilitating
easier replication of studies. In addition, creative and innovative solutions may be generated that have
not even occurred to humans (Bartlett et al., 2022).
However, despite the advantages highlighted, harmful uses in research have also been reported and
include concerns about the accelerated production of low-quality or plagiarized research just for CV
points, as defined by academic productivism (Sampaio et al., 2024). Plagiarism in texts, literal
transcription and appropriation of ideas without referencing the source, texts without scientific
foundation, inclusion of irrelevant content, biased answers, logical errors, contradictory sentences,
generic phrases are examples of academic misconduct (Rodrigues & Rodrigues, 2020). In this scenario,
distrust and resistance also mark the use of AI in research, particularly regarding the possibility of
misuse, contrary to the norms of authorship and originality, so its use presents important challenges
related to academic integrity, especially in terms of fraud and unethical conduct (Sampaio et al., 2024).
It was followed by a question asking, “Do you believe that IA can offer benefits to users of psychology
services? ”. All respondents responded, with 36.3% believing so, 18.6% saying no, and 45.1% choosing
'unsure'. The issue plays an important role in research since the perceived usefulness of AI has been
able to predict the intention of psychology students to use this tool, although most of them claim not
to be familiar with it in depth, so they do not feel competent to utilize it (Gado et al., 2022).
In the next question, we asked: "If you believe that AI can bring benefits to users of psychology services,
please specify which ones". We received only 43 responses, and the content of those responses
centered on two main themes: (1) responses that defended the idea that AI should not be used, and (2)
responses that emphasized the use of AI in psychological treatment. Among those who reinforced the
idea that AI shouldn't be used, we can cite as examples: "for users, it is better to have it completed from
human to human; ChatGPT itself suggests that we seek professional assistance" (P7), "at the moment,
I believe that artificial intelligence would only bring benefits to everyday issues, but in mental health, I
believe it is not a reliable source, since it is still in its early stages and has limited knowledge" (P19),
“theuser may believe that artificial intelligence can replace the psychologist during a consultation”
(P27). It is important to note that a fundamental difference lies in the fact that humans experience and
store a wide variety of experiences, thereby accumulating knowledge as a consequence. AI would only
be exposed to a limited range of data (Shiffrin & Mitchell, 2023).
Responses from the second group visualized the use of AI in psychological treatment, such as "it can
assist in understanding signs of pathologies or psychological disorders" (P4), "the user can share their
experiences that they havewith the professional" (P5), "as a user of psychology services, the patient
might be able to comprehend how therapy works or the role of the psychologist in different areas, thus
encouraging the patient to seek out a psychologist" (P7), "AI can offer understanding about
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psychological activities in general, guiding people who seek services" (P9), "act as a mediator" (P13),
"users can ask simple questions about the psychotherapeutic process or about the psychologist’s
services in general" (P15), "easy access to information related to Psychology" (P17), "provide tips on
regulating anxiety, serving as a tool for meditation and other practices" (P30), “understand some
opinions that psychologists give” (P33), “list the benefits of undergoing psychotherapy, list books and
films that can help with self-discovery and personal development” (P36), “there are already platforms
that, through a questionnaire, artificial intelligence recommends certain psychologists based on your
profile” (P38), "there are already AI applications that simulate a psychotherapist, which can either help
a person with a specific issue or suggest that they seek professional help" (P40), "improve access to
treatment" (P41), "answer questions about a diagnosis and provide guidance on how to seek help"
(P43).
In psychology, especially in the clinical context, tools based on cognitive behavioral therapy already
allow patients to access emotional support resources between sessions, even if the therapist is not
present (Litardo, 2021). According to the author, however, despite the potential of artificial intelligence
in psychological practice, questions remain: are these tools based upon scientifically and clinically
validated psychological methods? Does it provide accurate information? It is imperative that these
issues be investigated further in order for AI to be of maximum benefit to its users.
The last question addressed the following topic: "What are your main concerns regarding
artificial intelligence in psychology?". The majority of participants (n = 102) responded to the
question. There were four main themes that emerged from the responses: (1) losses in learning and
professional training, (2) replacement of the person by the machine, (3) ethical concerns, and (4) patient
concerns. An example of a response in each of the categories is presented and discussed.
There were concerns expressed in some responses regarding a loss of learning, professional training,
and qualifications, as evidenced by the statements "the ease of research may result in students not
undertaking deeper research" (P2), "continuous use can harm professional training" (P10), "people may
lose interest in learning depth" (P19), "less likelihood of seeking further study as a result of easy access
to information" (P33), “decreased creativity, loss of originality, and difficulties formulating problems
(P47), "delays in psychological knowledge" (P54), "trivialization of the learning model through
simplification of complex content" (P77), “as a result, people stop studying and are no longer attempting
to write, because AI is sending ready-made texts; this inhibits learning” (P86), "the trivialization of the
use of AI, which discourages teaching and learning" (P91), "students dedicate less time to their studies,
consult fewer books and other reliable sources" (P93), “resulting in psychologists becoming
uninformed and unqualified due to indiscriminate use” (P97), “that professionals stop working and
thinking about cases and begin using artificial intelligence in everything, losing their critical sense and
putting the patient's life at risk” (P100), “that the study quality has deteriorated” (P53).
Many people are concerned about how artificial intelligence might negatively impact society, including
a high degree of concern regarding the loss of one's ability to make decisions and the reduction of one's
cognitive and social abilities (Jeffrey, 2020). The research conducted by Sampaio et al. (2024)
concluded that 25% of people believe AI reduces the need for critical thinking, thus supporting concerns
regarding the impact of AI on learning. It is justified in light of the fact that acquiring skills in data
analysis, synthesis, and discussion is an important part of acquiring knowledge, but using artificial
intelligence can obstruct this development for students, leading to incomplete learning experiences
that inhibit student growth, autonomy, intellectual independence, critical thinking, and
creativity. Consequently, implementing AI does not guarantee that students will develop an active and
critical stance in order to construct their learning, and it is vital that they are guided in this regard
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(Cardoso et al., 2023). In addition, the authors emphasize that the over-reliance on artificial intelligence
can make people unable to perform tasks without the aid of this technology.
There is a need to emphasize that the content of these responses refers to general issues regarding AI
in the learning process, rather than specific issues concerning psychology. Nevertheless, there are
concerns regarding the impact of artificial intelligence on teaching, research, and extension, as well as
dilemmas regarding issues that are unable to be completely controlled by students and researchers
(Mendonça, 2021). In this context, several scientific associations, research institutions, educational
institutions and funding bodies in the international context have developed materials, regulations and
recommendations aimed at disseminating good practices within a critical, reflective, integral and
conscious context among students and researchers (Sampaio et al., 2024). In the meantime, the
authors state that Brazilian institutions such as the Ministry of Education, Coordination for the
Improvement of Higher Education Personnel (Capes), National Council for Scientific and Technological
Development (CNPq), and state development agencies have not yet produced any resources or
guidelines for utilizing artificial intelligence.
The third group of responses includes concerns about the replacement of people by machines and the
direct consequences for the profession, as highlighted by several participants: “empathy cannot be
replaced by artificial intelligence, which can have a negative impact on patient mental and emotional
health” (P3), “AI may reduce the humanization of processes” (P5), “service may be devalued” (P8), “fear
of neglecting complex human issues” (P11), “AI taking over psychologists” (P26), “replacing
psychologist therapy with AI therapy can be very harmful to the mental health of users” (P29), "I fear
that this will lead to a certain trivialization of psychology, which will allow AI-powered online
consultation apps or websites to sell a false image of psychology and to generalize the cases treated"
(p81). Such responses confirm the fact that the vision on AI is conflicting, with the idea, on the one
hand, that these tools will perform human tasks, allowing individuals more time to focus on more
complex and less mechanical tasks, while on the other hand, there is discussion about the possibility
that AI may eliminate jobs and cause greater global socioeconomic disparity (Jeffrey, 2020).
According to a survey conducted by Pegasystems (2017), over 70% of respondents expressed some
level of concern about artificial intelligence, with 25% worrying that machines may one day overtake
humans. Several controversies, including mixed reactions to AI systems including concerns related to
progress, as well as potential threats to employment, employability, and sensitivity, raise questions
about their benefits (Wang et al., 2025) not only in psychology, but also in a variety of fields. Although
AI offers important advantages, there are problems associated with the replacement of humans by
artificial intelligence, particularly in health and psychological assessment, where such tools can, for
example, analyze responses to questionnaires, clinical records, and even body language.
Providing insights into a patient's mental health (e.g., monitoring mood, sleep, and behavior through
apps, identifying warning signs), although subjective bias may exist (Comassetto et al., 2025). It has
been shown that AI should not be considered a substitute but rather a complementary tool in this
context, since qualified professional care, interaction, communication, and monitoring performed by
humans are fundamental conditions for effective treatment and evaluation. This implies that
interpersonal interaction cannot simply be ignored by psychologists, nor can it be replaced by artificial
intelligence (Burani & Vieira, 2020). Therefore, new technologies should be considered as mediating
instruments, and not as a substitute for psychological knowledge and coexistence between
individuals. Comassetto et al. (2025) stated that it is essential to establish clear guidelines for the
responsible integration of AI, ensuring that clinical decisions are made in accordance with solid criteria.
Third, there were concerns related to ethical issues: “information without oversight” (P62), “use in
unethical ways without extensive research, since they make mistakes as well” (P63), “the perception of
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artificial intelligence as something intelligent and serious leads people to use it for training and
research, which can result in errors on the part of both professional and user, creating additional
problems (diagnostic errors, accessing unreliable sources of information, attempts to replace
professionals)” (P 66), “a misuse of artificial intelligence in Psychology can be extremely harmful and
unethical if it is used in an unintended manner (P96), "data protection" (P98), "information is verified
and authentic" (P17), "I am concerned that professionals will use it to make psychological diagnoses
and reports" (P83).
These statements reinforce data presented in the literature related to ethics, potential biases, and
limitations of artificial intelligence (Dwivedi et al., 2023), as well as questions regarding the
consequences of its use (Sundar, 2020). Similar results were reported by Ibarra et al. (2024), who
conducted their study with university students. The report found that 40% of the participants expressed
concerns about the use of artificial intelligence, especially with regard to privacy, job loss, and the
possibility of personal data being misused. Salah et al. (2023) also expressed this concern when they
stated that academics have raised ethical concerns, potential biases, and limitations associated with
these tools, therefore a responsible approach is essential to prevent misuse.
It is becoming more and more common for psychology to employ AI tools, although issues related to
bias, data protection, interpretability of results, and potentially unethical uses must be considered
(Bartlett et al., 2022). It is important to note that in psychology, research ethics decisions are made by
an ethics committee, which is not the case with artificial intelligence. Although such systems are
intended to contribute positively to science and humanity, their negative, unintended consequences and
the possibility that they may be exploited for harmful purposes must be taken into account (Bartlett et
al., 2022). A similar concern has been raised by Fast and Horvitz (2017) regarding the lack of ethical
standards when it comes to the development of artificial intelligence, including errors in responses and
the inclusion of inaccurate, decontextualized, incorrect, distorted, superficial, inconsistent, common
sense-based or biased data, which makes it possible to question the reliability of the results (Sampaio
et al., 2024). As a result, the authors suggest that vigorous human supervision, a clear understanding
of its limitations, and constant critical analysis are necessary to ensure quality and integrity.
Negative perceptions are therefore common, which reduce the willingness to use artificial
intelligence. Among the major issues, we have the possibility that the tools may negatively influence
well-being, involving concerns related to privacy, which are the main barriers to their adoption, as well
as generating anxiety and distrust (Wang et al., 2025). The reason for this is that artificial intelligence
can make inappropriate use of sensitive and private data, resulting in a security breach (Cardoso et al.,
2023).
It is important to note that in clinical psychology, some systems may collect information about a person
that exceeds what they are willing to share with others, which can lead to potential privacy violations
when personal data is collected and stored (Bartlett et al., 2022). Consequently, while the use of AI
technology in clinical settings has substantial benefits, ethical and practical issues must be
considered. Therefore, psychological advances based on computational scientific discovery must
ensure the security of users and the protection of confidential information.
There were also concerns raised regarding patients, as indicated by the responses: "self-diagnosis
based on superficial information, without a thorough evaluation by a professional" (P28), "people using
artificial intelligence as a form of therapy" (P15), "people not seeking professional assistance and using
only the information provided by the chat" (P19), "people tend to become too dependent" (P27), "can
disrupt patients by sharing shallow information without considering human perspectives" (P35), "those
in vulnerable situations may believe that ChatGPT can provide solutions to their problems, and follow
the advice provided by AI, which is often inaccurate and untrue", "patients believe that artificial
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intelligence can replace professional care (P44), “people stop seeking help from a qualified and
professional person in the field of Psychology and start treating or diagnosing themselves through
robots” (P48), “in case of doubt, particularly in psychopathologies, it can lead to a hasty diagnosis”
(P71).
In light of these responses, it is important to clarify that AI should be viewed carefully to ensure that it
does not interfere with human relationships. This is especially important in light of the fact that such
software is prone to agreeing with the user always, seeking to be pleasant, and only disagreeing if
requested, thereby aggravating mental health problems (Sampaio et al., 2024). Throughout this
scenario, the authors emphasize the importance of using artificial intelligence in a manner that is
aligned with human rights, that respects human dignity, and that protects diversity and plurality. It is
based on the observation that models reproduce data acquired through intensive training that they do
not fully comprehend, and that their contents may only make sense to a human observer. Models of
this type can be inaccurate or unreliable, inventing facts or producing nonexistent bibliographic
references, while focusing on speed of response at the expense of improving accuracy (p. 14). As a
result, both professionals and patients may suffer significant losses.
CONCLUSION
Artificial intelligence is a topic that is of current interest in a variety of fields. The purpose of the study
presented here was to understand the perceptions of Psychology students on the use, benefits, and
concerns associated with the profession.The increased use of AI has led academic institutions to
discuss how they will cope with the impact of these tools and their dilemmas, issues that increasingly
permeate university life (Mendonça, 2024), making it vital that students' perceptions of this topic be
understood. Several challenges and concerns related to academic integrity, originality, authorship,
privacy, among others, have led to the need to address AI in all areas of knowledge in order to consider
ethical and responsible practice (Sampaio et al., 2024). This is the context in which the study was
designed, with the aim of understanding the perceptions of psychology students regarding this issue.
In accordance with the literature on AI, the study's results indicate that this technology can have positive
as well as negative effects. On the one hand, it simplifies life in many ways, both related to training,
qualification, and professional performance, but on the other hand, there is concern because of its long-
term impact on individuals and society, along with tensions related to ethics and potential harm to the
area and patients. It is clear that this perception is shared by the general population, and is replicated
by psychology students.
Although these findings are relevant, they should be interpreted with caution due to the fact that they
reflect the opinion of only a limited number of participants, whose perceptions may not represent those
of all Psychology students.Consequently, it is suggested that studies could be conducted with a greater
and more diverse sample in relation to institutions and regions of the country, as well as including the
opinions of professionals and teachers involved in the design and delivery of these courses. When we
triangulate data from different sources, we can gain a deeper understanding of how AI has been
absorbed into Psychology. Because of this, reflections on the use of AI in education, despite still
needing to be regulated, should be discussed in higher education.
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