AI Literacy and Human Flourishing Across Cultures: A Mixed-Methods Study of Graduate Mental Health Students in the United States and Iran

Artificial intelligence (AI) is increasingly shaping graduate mental health education, yet its influence extends beyond technical skill development to relational reflection, professional identity formation, and culturally situated meaning-making. This mixed-methods study examined the relationship between AI literacy and human flourishing among graduate mental health students in the United States and Iran. Quantitative findings indicated that higher AI literacy was significantly associated with greater self-awareness, emotional insight, relational awareness, and sense of purpose. U.S. students reported higher AI literacy, particularly in access, frequency of use, and perceived competence, while Iranian students described greater ethical caution and sociopolitical awareness. Qualitative findings suggested that students experienced AI not only as an academic tool, but also as a reflective dialogue partner that supported emotional processing, perspective taking, and professional development. At the same time, participants raised concerns about authenticity, dependency, bias, cultural limitations, and the absence of human relational presence. Findings position AI literacy as a systemic, relational, and culturally embedded competency rather than a purely technical skill. Implications are discussed for culturally responsive AI pedagogy, therapist training, ethical reflection, and future research on AI in mental health education.