DIGITAL DIVIDE AND ITS PSYCHOLOGICAL IMPACT ON STUDENTS’ ACADEMIC SELF-CONCEPT IN AI-SUPPORTED LEARNING ENVIRONMENTS. Contemporary Journal of Social Science Review, [S. l.], v. 4, n. 1, p. 492–505, 2026. DOI: 10.63878/cjssr.v4i1.2012. Disponível em: https://contemporaryjournal.com/index.php/14/article/view/2012. Acesso em: 21 mar. 2026.