Journal of Psychiatry and Psychological Sciences

ABSTRACT

Artificial intelligence (AI) is increasingly transforming educational and psychological environments by reshaping how individuals acquire knowledge, interact with information, and develop cognitive and psychosocial capabilities. Although scholarship on AI-supported learning has emphasized personalization, adaptive systems, automation, AI literacy, and predictive analytics, comparatively less attention has been devoted to the deeper question of how AI-mediated learning can contribute to meaning-making, ethical development, human agency, and flourishing. This theoretical article develops a conceptual framework of Meaning-Centered AI Learning and introduces Human Generative Intelligence (HGI) as a multidimensional model of human capability in AI-rich educational environments. Drawing on positive psychology, transformative learning theory, multiple intelligences, emotional and spiritual intelligence, cognitive science, self-determination theory, sociocultural learning theory, AI ethics, and human-centered AI, the article conceptualizes HGI through five interconnected dimensions: cognitive, emotional, relational, ethical, and existential-spiritual intelligence. The framework proposes that AI-supported learning contributes to human flourishing when technological augmentation strengthens rather than substitutes human agency, reflection, relationships, ethical judgment, and purpose. Five theoretical propositions are developed concerning the relationship between AI-supported learning, meaning-centered learning, HGI, and flourishing. The article extends contemporary AI-in-education scholarship by shifting the focus from technological performance toward the development of human capacities required to live meaningfully and responsibly in increasingly intelligent digital environments.

Keywords: Artificial Intelligence; Human Flourishing; Spiritual Intelligence; Transformative Learning; Educational Psychology; Human Generative Intelligence; AI Ethics; Meaning-Centered Learning; Digital Learning Environments