Abstract
This research explores the connections between Teacher-Led Instruction (TLI), Peer Collaboration (PC), and Artificial Intelligence Assistance (AIA) in influencing Student Cognitive and Social-Emotional Development (SCED). Through exploratory and confirmatory factor analyses, the study found that TLI and PC are important positive predictors of SCED, highlighting the crucial role of collaborative and teacher-led approaches in promoting overall student development. Contrastingly, there is a negative association between AIA and SCED, underscoring the potential disadvantages of excessive dependence on technology at the cost of meaningful human connections. The results indicate that educational settings should give precedence to incorporating effective teaching approaches while utilizing technology as an auxiliary instrument rather than a replacement for conventional teaching methods. By embracing a multifaceted approach to instruction, this study contributes to the ongoing discourse on enhancing educational practices in an increasingly digital landscape, ultimately advocating for a future where students thrive both academically and emotionally while studying with Artificial Intelligence cautiously.
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