Artificial intelligence (AI) and digital mental-health technologies are increasingly part of university students’ everyday lives, creating opportunities for psychological support while introducing emerging risks. This study examined the influence of AI use and digital mental-health engagement on the psychological well-being of university students in Rivers State, Nigeria. A cross-sectional correlational research design was adopted. The study included students from the University of Port Harcourt, Rivers State University, Ignatius Ajuru University of Education, and the Federal University of Environment and Technology. From an estimated population of 89,000 students, a sample of 398 was determined, and 354 valid responses were obtained, representing an approximately 89% return rate. Data were collected using a structured four-point Likert-scale questionnaire measuring AI use, digital mental-health engagement, and psychological well-being. Data were analysed using frequencies, percentages, means, standard deviations, Pearson Product-Moment Correlation, and simple linear regression at the 0.05 significance level. Findings indicated that AI use had a positive perceived influence on psychological well-being (grand mean = 2.85), while digital mental-health engagement demonstrated a slightly stronger positive influence (grand mean = 2.92). Regression analysis further indicated that AI use significantly predicted psychological well-being (R = .480, R² = .230, β = .480, p < .001), while digital mental-health engagement also significantly predicted psychological well-being (R = .520, R² = .270, β = .520, p < .001). The study concludes that appropriately used AI and digital mental-health resources may complement conventional university mental-health services. It recommends responsible AI governance, digital mental-health literacy, professional oversight, and accessible university-based digital support systems.

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