The rapid digital transformation in healthcare has reshaped the landscape of mental health practice and education. Universities face the challenge of balancing technological innovation with the preservation of humanistic values and relational care, particularly within the formation of health professionals. This article aims to discuss the implications of digitalization for mental health education in university contexts and to propose an integrative model that reconciles technological advancement with empathy, ethical reflection, and clinical humanism. A conceptual review was conducted, combining literature on health professions education, digital health technologies, and transdisciplinary pedagogical practices. Theoretical perspectives from psychology, medicine, and education were integrated to identify critical tensions and opportunities within the digital transformation of higher education. Universities that embed humanistic dialogue, reflective practice, and interprofessional collaboration within curricula demonstrate greater resilience and adaptability in training in mental health. Higher education institutions must act as laboratories for balancing technology and humanism. Future professionals require both digital competence and emotional intelligence to ensure that mental health care remains centered on the individual. Ethical education, empathy, and common sense should guide the digital evolution of mental health teaching and practice.

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Digital narratives no longer emerge solely from human intention; they are increasingly co-constructed within ecosystems shaped by intelligent systems. This paper interrogates how algorithmic processes, particularly those driven by artificial intelligence, reconfigure narrative authority, temporality, and meaning-making. Rather than treating technology as a neutral conduit, the study positions intelligent systems as active narrative agents that influence both the production and circulation of stories. The inquiry begins by re-examining foundational assumptions in narrative theory, where authorship was historically singular and linear, and contrasts this with contemporary, data-driven storytelling environments. Through a conceptual-analytical approach, the paper traces the shift from static digital storytelling to adaptive, generative, and interactive narrative forms. It argues that narratives produced within intelligent systems operate through probabilistic logic, introducing fluidity and indeterminacy that challenge traditional notions of coherence and authenticity. A proposed conceptual diagram illustrates the triadic relationship between human creators, algorithmic systems, and audiences, emphasizing feedback loops that continuously reshape narrative outputs. This transformation carries significant implications for cultural production, epistemology, and ethical accountability. The paper concludes by calling for a re-theorization of narrative frameworks within digital humanities to accommodate the agency of intelligent systems.

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