This qualitative study explores the integration of Artificial Intelligence (AI) in group psychological counselling within wellness education through an ethical and interdisciplinary framework.Drawing on 30 in-depth interviews with educators and mental health professionals, the research examines perceptions of ethical digitalisation, the application of knowledge graphs for personalised emotional mapping, the role of outcome-based education (OBE) in structuring measurable psychological goals, and the impact of industry-education collaboration in co-developing AI tools.Thematic analysis identified five overarching domains: ethical governance, data-driven personalisation, outcome alignment, collaborative innovation, and cultural responsiveness.Findings reveal both enthusiasm for AI's potential to enhance support and significant concerns regarding privacy, algorithmic bias, institutional barriers, and the need for human-centred design.The study concludes that effective implementation requires robust ethical frameworks, continuous stakeholder engagement, and adaptive educational structures.These insights offer a conceptual foundation for designing AI-supported counselling systems that align with psychological development goals while safeguarding ethical integrity in diverse educational environments.
Li et al. (2026) studied this question.