AI-Mediated Learning Environments, Pedagogical Uncertainty, and the Ethics of Belonging

The rapid adoption of AI-enabled educational technologies has intensified ethical concerns regarding student well-being, equity, and agency. This study examines how AI-mediated pedagogical environments interact with cultural alignment to shape students’ emotional experiences and mental health outcomes. The research aims to (1) investigate how students experience pedagogical uncertainty within AI-supported learning systems, (2) analyse how cultural alignment moderates these experiences, and (3) identify ethical risks associated with AI-driven educational design. A qualitative interpretive synthesis was conducted across 70 peer-reviewed studies spanning education, sociology, and digital pedagogy. Thematic analysis revealed five consistent patterns. Approximately 62% of studies reported heightened student anxiety linked to opaque assessment criteria and algorithmic feedback systems—over 55% identified cultural misalignment as a significant predictor of disengagement in AI-supported learning contexts. Studies also indicated that students familiar with dominant academic norms were twice as likely to experience AI-enabled autonomy as empowering rather than destabilising. The findings suggest that AI systems may amplify existing pedagogical inequalities when transparency and cultural responsiveness are absent. The study argues that ethical AI deployment in education must prioritise explainability, inclusivity, and emotional sustainability alongside technical performance.