The Digital Divide in Wellness: Unpacking the Effects of Artificial Intelligence on University Student Mental Health

The accelerated spread of Artificial Intelligence (AI) within higher education institutions such as universities signifies a profound technological advancement with dual implications for sustainable development. While AI promises unique opportunities for youth empowerment, its application demands a critical examination of its effect on student wellbeing. This study investigates the influence of AI-mediated educational processes on university students’ mental health through the lens of the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). Using a convergent parallel mixed-methods design at a selected public university in Zimbabwe, the study combined quantitative data (n=303 students) with qualitative insights from focus group discussions with students and lecturers. Findings showed a inflexible "Hardware Hierarchy," where 85.5% of students recognise the laptop as an vital "academic station" for critical AI confirmation, while mobile-only users experience a "technologically hollowed-out" state. Even though AI is highly cherished for its usefulness among students using tools like ChatGPT AND Google Gemini as "always-on" tutors, it is somewhat linked with adverse mental health outcomes. These manifest as "Turnitin Anxiety," "Temporal Anxieties" connected to computer laboratory access, and ethical panic emanating from a "legal vacuum" in institutional AI policy. Furthermore, qualitative narratives demonstrate "Techno-Exhaustion" among faculty, particularly female lecturers endeavouring to balance domestic work with the rigours of AI-output verification. Overall, the study concludes that the digital divide has evolved from a matter of connectivity to a "Divide in Wellness." It recommends institutional innovation beyond simple technological application and proposes application of robust ethical AI policies and subsidised hardware and WIFI data support to ease psychological risks while promoting resilient human capital development within the Education 5.0 framework.