Emerging Counselling Needs of Elementary Students in the Era of Artificial Intelligence

Abstract

Artificial intelligence (AI) is transforming education by reshaping how teachers deliver instruction and how students engage with learning materials, particularly in elementary classrooms. AI-based tools such as adaptive tutoring systems, interactive learning applications, and virtual assistants allow instruction to be tailored to individual learning needs, pace, and preferences. While these technologies can enhance academic achievement and student engagement, they may also introduce psychological, emotional, and social challenges for young learners. This study examines the emerging counselling needs of elementary students in the context of AI-integrated education. Using a quantitative, survey-based design, data were collected from 60 elementary students and 10 classroom teachers through structured questionnaires. The study focused on issues related to emotional regulation, peer interaction, dependence on digital devices, and participation in traditional classroom activities. The findings indicate that a considerable number of students experience reduced face-to-face interaction with peers, increased screen exposure, and difficulty maintaining concentration during non-digital classroom activities. Teachers also observed growing attachment to technology and a decline in students’ in-person communication skills. These results highlight the need for counselling interventions that respond to the changing demands of AI-enhanced learning environments. The study concludes that conventional school counselling approaches must be expanded to address digital well-being, emotional resilience, and social skills development. Collaborative efforts among teachers, counsellors, and parents are necessary to support the holistic development of elementary students in an increasingly technology-driven educational context.