<![CDATA[This study aims to synthesize recent literature regarding the psychosocial dynamics and academic impacts of utilizing Information and Communication Technology (ICT) and Artificial Intelligence (AI) as learning media among university students. A thematic literature review was conducted to evaluate the multifaceted effects of digital adoption. A systematic search strategy initially identified 44 articles, which were subsequently filtered through rigorous inclusion and exclusion criteria, yielding 19 primary articles for in-depth analysis. Data were analyzed using thematic synthesis, categorizing findings into cognitive performance enhancement, psychological dynamics, and socio-structural barriers. The review reveals that while AI and digital platforms significantly improve conceptual understanding and academic efficiency, their utilization simultaneously induces critical psychological challenges, including digital fatigue and varying degrees of speaking anxiety. Furthermore, heavy reliance on these tools triggers ethical dilemmas, notably academic dishonesty, which is exacerbated by a persistent digital divide and inadequate digital literacy among users. In conclusion, the integration of ICT and AI in higher education operates as a double-edged sword. It necessitates targeted pedagogical interventions and institutional ethical frameworks to mitigate psychological distress and maintain academic integrity while maximizing cognitive benefits]]>
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