Abstract
This Special Issue explores the social and emotional aspects of learning that arise as a result of the use of artificial intelligence (AI). The studies that have been reviewed across various settings, including preschool and higher education, indicate that AI tools not only influence learner performance but also shape the emotions of students and their relationships with their instructors and classmates. AI-supported settings can provide emotional benefits, but they can also cause negative emotions during the learning process. The social and emotional outcomes of AI-assisted environments are often not directly affected by the technology itself but rather by how teachers design the learner-AI interaction. The Special Issue thus proposes an agenda of research that puts emotional sustainability, ethical transparency and pedagogical responsibility in AI-assisted learning to the forefront, and calls for a change in focus on whether AI can improve learning to enquire under what social circumstances and at what psychological cost.