Why Do We Fear AI More Than the Limitations of the System We Already Have? Responding to Salimi et al.’s “The Digital Empathy Paradox”

Strengthening Holistic Nursing Competence Among Emergency Nurses in the Digital Era: The Roles of Clinical Governance, Digital Empathy, and Artificial Intelligence Attitude.

Background: The rapid expansion of artificial intelligence and technology requires educators to determine different aspects of digital education, such as ensuring learners have digital empathy skills.Purpose: This article aims to analyze digital empathy by identifying the key attributes, using Walker and Avant’s method for concept analysis, specifically in nursing education. Analyzing digital empathy will help educators ensure that graduates cultivate digital empathy in the changing realm of technology‐driven education and healthcare.Methods: A thorough literature search was completed through multiple databases such as CINAHL, PubMed, and EBSCO; the search engine Google Scholar was also utilized. Initial search terms utilized included ‘digital empathy,’ ‘online empathy,’ ‘education,’ and ‘nursing education.’Findings: Digital empathy is a complex ability to determine an individual’s feelings and perceptions using digital communication techniques. Defining attributes are authenticity, emotional control, and perspective‐taking.Practice Implications: Healthcare is evolving through telehealth into digital communications and conversations, which can present new challenges to ensure that providers display and pick up on patient nontraditional cues. Learners need to learn digital empathy not only with their peers and educators but also for future patient interactions.

The emergent cyber-violence along with the omnipresence of digital media has made the development of English as a Foreign Language (EFL) learners’ digital empathy a shared concern among contemporary language educators. Yet how this could be done in EFL/ second language (L2) pedagogies remains underexplored. Informed by a conceptualization of digital empathy as ‘cognitive and emotional ability to be reflective and socially responsible while strategically using digital media’, this study reports on a study that explores whether and how digital empathy can be fostered through a pedagogic innovation that engages students with digital multimodal composing (DMC) of videos in their conventional English curriculum. Aligning with a DMC approach to literacy through which learners were encouraged to construct meanings by drawing on multiple modes from their everyday media experiences, this study took place in a secondary English classroom at a vocational school in China. Data from interviews, observations and student-authored videos and documents showed that the DMC process enhanced students’ awareness of having more empathy when engaging with online activities. The findings also show that with such enhanced awareness, students learned to use digital technologies for resolving important social issues and then became more active and responsible participants online. Implications about using DMC as an approach to develop students’ digital empathy in the mainstream English curriculum are also discussed.

The objectives of this research are (1) to study and synthesise the conceptual framework of the imagineering learning model with inquiry-based learning via augmented reality to enhance creative products and digital empathy, (2) to develop the imagineering learning model with inquiry-based learning via augmented reality to enhance creative products and digital empathy, and (3) to study the results after using the imagineering learning model with inquiry-based learning via augmented reality to enhance creative products and digital empathy. The participants in this research include seven experts from various institutions, all of whom are specialised in the design and development of instruction models and instruction systems. The research tools consist of (1) the imagineering learning model with inquiry-based learning via augmented reality, and (2) the evaluation form on the suitability of the imagineering learning model with inquiry-based learning via augmented reality. According to the results of this research, it is found that (1) the conceptual framework of this research includes instruction system, imagineering learning, inquiry-based learning, augmented reality technology, creative products, and digital empathy, (2) the imagineering learning model with inquiry-based learning via augmented reality consist of four factors, i.e., input factor, learning process, output, and feedback, and (3) the study of the results after using the imagineering learning model by seven participants shows that 3.1) the overall suitability of the development of the imagineering learning model with inquiry-based learning via augmented reality (overall elements) is at the highest level (Mean = 4.69, SD. = 0.47), and 3.2) the overall suitability of the development of the imagineering learning model with inquiry-based learning via augmented reality is at the highest level (Mean = 4.70, SD. = 0.46).

This study aims to explore the impact of Imagineering-based learning combined with Inquiry-Based Learning through Augmented Reality (AR) technology on students' academic achievement and digital empathy. AR-based learning is believed to enhance the understanding of abstract concepts while also enriching students' social skills, particularly in the context of digital empathy. A quasi-experimental design was employed with two groups: the experimental group using AR and the control group using conventional learning methods. Data were collected through academic achievement tests, digital empathy scales, learning activity observations, and interviews. The study involved 60 students from a public junior high school in Probolinggo. The results indicate that the experimental group experienced significant improvements in academic achievement (p = 0.001) and digital empathy (p = 0.000) compared to the control group. AR-based learning also enhanced students' creativity in solving challenges and improved their interaction with the learning material. These findings suggest that AR-based learning is effective in improving students' academic performance and digital empathy skills. Therefore, the study recommends integrating AR into education to create more engaging and relevant learning experiences for 21st-century students.

Digital empathy is an emerging concept in telehealth nursing, emphasizing emotional engagement and compassionate communication in virtual care settings. Despite its importance, digital empathy remains underexplored. This concept analysis aims to define digital empathy in nursing, explore its key attributes, antecedents, consequences, challenges, and actionable recommendations for practice. Using Walker and Avant's eight-step framework, a comprehensive literature review was conducted on digital empathy in telehealth nursing. A total of 52 sources were reviewed, comprising 46 research articles, four books, and two web pages, published between 2000 and 2024. This concept analysis identifies key attributes of digital empathy in nursing, including authenticity, trust-building, communication effectiveness, emotional engagement, adaptability, technological proficiency, and cultural sensitivity critical for meaningful connections in telehealth. Antecedents encompass digital literacy, emotional intelligence, supportive infrastructures, and cultural competence, emphasizing individual, contextual, and organizational factors. Consequences include enhanced patient satisfaction, trust, adherence to treatment, improved nurse well-being, and organizational benefits such as team cohesion and reduced staff turnover. Challenges such as cultural variability, technological limitations, and the lack of validated measurement tools highlight barriers to effective implementation. This concept analysis underscores the vital role of digital empathy in telehealth nursing. By incorporating its attributes and antecedents, healthcare organizations can enhance patient outcomes and foster supportive, patient-centered environments. Addressing measurement and technological gaps will be pivotal in fully realizing the benefits of digital empathy in telehealth. Actionable recommendations include implementing targeted training, developing standardized tools, and leveraging artificial intelligence advancements to enhance empathetic communication in telehealth.

This research is related mainly to the study of the results on the development of digital literacy and digital empathy with micro-learning via activities on metaverse. The main concept of this study is based on the integration of micro-learning process with metaverse technology in order to encourage and provide learners with opportunities to create bodies of knowledge and engage in joint activities through the network system that can be accessed anywhere and anytime. The objectives of this research are (1) to synthesize the conceptual framework of the micro-learning via activities on metaverse, (2) to design the micro-learning process via activities on metaverse, and (3) to study the results of the development of digital literacy and digital empathy with the micro-learning via activities on metaverse. Thereby, this study relies on the pre-experimental research method with one-shot case study, in which the research participants are 30 undergraduate students of Pakse Teacher Training College, Lao People's Democratic Republic, who were derived by means of cluster sampling and well protected under the policy of confidentiality and anonymity. The research results show that (1) the students’ digital literacy and digital empathy, after learning with the micro-learning via activities on metaverse, are at very good level (mean = 43.20, SD = 2.35), and (2) the overall satisfaction towards the micro-learning via activities on metaverse is at high level (mean = 4.42, SD = 0.78). In reference to the above research results, it is evident that the micro-learning via activities on metaverse enables the students to quickly develop their digital literacy and digital empathy after receiving new experiences and new knowledge because the knowledge gained from the learning of this style is easy to remember and can be applied in an effective manner.

The ever-growing presence of Artificial Intelligence (AI) in a working setting has altered the way companies conceptualize and practice the experience of the employee. The term of digital empathy, i.e. the skill of AI-based systems to identify, detect and respond to human emotions, has become a key consideration of employee well-being and attrition in the field of financial institutions, where high-pressure environments and performance expectations are likely causes of burnout and some turnover. This study examines how much the AI tools with inbuilt digital empathy are able to improve employee experience and lower turnover in financial organization. The study, via comparative analysis of the qualitative interview and quantitative survey data of employees and human resource managers working in top financial institutions, determines the impacts of empathetic AI-based platforms including sentiment analysis tools, mental health chatbots, and adaptive learning systems on workplace satisfaction levels and organizational commitment. The results show that, in case AI technologies are created in a manner that empathetic algorithms that focus on emotional insights are developed, employees report greater engagement, increased trust towards management, and job satisfaction. In addition, the study recommends that digital empathy leads to inclusivity and psychological safety, the establishment of personalized support systems through the responsiveness of individual needs. Nevertheless, such ethical issues as data privacy, algorithmic bias, and emotional authenticity are also discussed as the obstacles to a sustainable implementation. The paper concludes that ethically combined empathetic AI tools can be strategic assets in the enhancement of retention and the creation of more humane financial working environments. It is also suggested that future studies are necessary to improve frameworks of gauging digital empathy and determining its possible impact in the long term on organizational culture and employee loyalty in the financial industry.

ABSTRACTChildren's digital and physical worlds are increasingly entwined as they build and manage meaningful connections online. Central to this is digital empathy and responsible online conduct, that is, a digital ethics of care. We focus on 10–11‐year‐old children from a primary school in the UK, exploring how they conceptualise and understand the feelings and behaviours of others. Children interviewed each other in pairs (N = 18) following school‐based education regarding interviewing skills. Thematic analysis illustrated three themes related to digital empathy and interpretation focused on the discussion of an imaginary experiment of Schrödinger's cat, as an analogy for digital empathy. This analogy encompassed a finding that in digital environments, consequences of negative behaviours for others are challenging to discern, in terms of effect and affect. The findings have implications for our understanding of digital empathy and the challenge of teaching children responsible conduct online.

Developing EFL students’ digital empathy through video production

This qualitative study investigates the roles of learners’ digital empathy in English as a Foreign Language (EFL) education, focusing on the perspectives of Vietnamese tertiary EFL teachers. Amidst the increasing integration of digital tools in education, understanding the impact of digital empathy—empathetic engagement facilitated by digital platforms—becomes crucial, especially in language learning contexts. The study utilized semi-structured interviews with nine Vietnamese EFL teachers, who represented different career stages (novice, mid-career, and near-end), from two tertiary institutions. Thematic analysis revealed that digital empathy significantly enhances student engagement and the effectiveness of language learning. Teachers at all career stages emphasized the importance of understanding and addressing students’ emotional needs in digital environments. The study contributes to the existing literature by providing insights into the integration of digital empathy in EFL teaching, highlighting its importance across various teaching experiences.

The rapid development of digital technologies, combined with global events such as the COVID-19 pandemic and geopolitical changes, has significantly transformed the nature of interpersonal communication. This section of the monograph focuses on the phenomenon of digital empathy, which is defined as the ability to perceive, interpret, and respond appropriately to emotional signals in a digital environment. The purpose of this study is to explore the key challenges and opportunities associated with digital empathy in the context of virtual communication, as well as to identify practical strategies for enhancing empathetic interactions in digital spaces. The methodology of the research involved a combination of qualitative and quantitative approaches. A comprehensive survey was conducted among residents of selected EU countries and Ukraine to assess perceptions of digital empathy, its importance in professional and personal interactions, and the effectiveness of different digital formats for expressing emotions. Additionally, analytical methods were used to systematize data on digital empathy skills, challenges, and potential risks associated with virtual communication. The results of the study revealed that video communication is perceived as the most effective format for conveying empathy due to the presence of non-verbal cues such as facial expressions and vocal intonation. Voice messages also demonstrated significant potential for emotional expression, while text-based platforms like chats and instant messengers were moderately effective, often leading to misunderstandings due to the absence of intonation and visual signals. The study highlighted key challenges, including the phenomenon of "emotional noise," which encompasses issues such as incomplete information, decreased sensitivity to emotional cues, and information overload. Furthermore, risks such as cyberbullying, emotional burnout, and communication distortion were identified as critical threats to digital empathy. The practical value of this research lies in its recommendations for implementing digital empathy training programs, which are essential for fostering meaningful connections in virtual environments. The study emphasizes the importance of integrating emotional intelligence development, interactive learning methods, and the use of advanced technologies such as AI and VR to enhance empathetic communication. By addressing both the psychological and technological dimensions of digital empathy, the findings offer valuable insights for improving interpersonal relationships, reducing conflicts, and creating emotionally supportive digital spaces in professional, educational, and social contexts.

The digital age has significantly disrupted traditional church service models, presenting unique challenges in reaching Generation Z, a cohort of digital natives with a high prevalence of mental health issues. This study aims to analyze the contextual and theoretical effectiveness, ethical challenges, and theological implications of using WhatsApp as a pastoral counseling medium. Employing a qualitative method grounded in a Systematic Literature Review (SLR) approach, this research synthesizes data from scientific journals, books, and conference proceedings published between 2021 and 2025. The analysis identifies three key thematic areas. First, regarding opportunities, WhatsApp offers increased accessibility, platform familiarity, and reduced psychological barriers for Gen Z seeking help. Second, regarding challenges, the study highlights data confidentiality risks, ambiguous professional boundaries, and limitations in building deep therapeutic alliances due to the loss of non-verbal cues. Third, the findings emphasize the urgent need for counselors to develop new competencies, specifically 'digital empathy' and cyber-ethical literacy. It is concluded that while WhatsApp cannot replace clinical intervention, it holds significant potential as an innovative support tool within a hybrid pastoral ministry model. However, its success relies heavily on the implementation of strict ethical guidelines and comprehensive counselor training.

The paper advocates for the necessity of inclusive media literacy education (MLE) and equal opportunities for young adults with autism spectrum disorder (ASD), which is in alignment with the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) 2008 and the Sustainable Development Goal 4 Quality Education (SDG, 2030). It underscores the commitment to ‘leaving no one behind’, a core tenet of the SDGs, by focusing on developing digital empathy and inclusive MLE for young adults with ASD in the digital age. The study aims to empower young adults with ASD in Chennai, India, with media literacy and digital empathy through a one-day hands-on workshop and to assess the impact of this educational intervention on their understanding and application of media literacy in their daily lives. The paper employs a mixed-method approach that integrates experimental-qualitative research and the data is analysed using ‘qualitative reflexive’ thematic analysis. The study’s findings demonstrate significant improvements in the participants’ abilities to discern fake news, learn digital empathy and cybersecurity by engaging responsibly with digital media, and include MLE in their academic curriculum. The paper suggests that such educational interventions can enhance digital empathy and media literacy among young adults with ASD.

The aim of this study is to investigate how AI-driven service quality (AISQ) influences customer engagement (CE) in the e-commerce industry in Pakistan. This study examines the mediation of digital empathy (DE) and cognitive absorption (CA). It concerns discovering how AI-driven service quality affects customer interactions through emotional and cognitive processes. Through an online survey, data were collected from 321 e-commerce clients in Pakistan. The current study used convenience sampling. A five-point questionnaire was used for data collection. The statistical tool SPSS 22.0 was used for correlation and regression analysis. The conceptual framework was built on the Technology Acceptance Model (TAM) and the Trust-Commitment Theory (TCT) to determine the association among AISQ, DE, CA, and CE. The proposed hypotheses and their mediation effects were tested using Structural Equation Modelling (SEM). The findings of the present study indicate that AISQ has a positive impact on CE. DE and CA play an important role in mediating this relationship. The results of this study show that when customers perceive AI-based services as empathetic and interesting, they are more likely to become engaged with an e-commerce platform. This paper is a contribution to the research on AI and customer behaviour, as it reveals that DE and CA are significant intermediate variables between AISQ and CE. The results are valuable to e-commerce leaders in Pakistan, helping them improve customer engagement and loyalty through emotive, compelling AI solutions.