Examining the influence of AI self-efficacy and attitude toward artificial intelligence on AI literacy among university students

Abstract

The rapid integration of artificial intelligence (AI) in higher education has transformed students’ learning experiences and raised important questions regarding readiness, ethical awareness and effective use. This study examines the influence of AI self‑efficacy and attitude toward artificial intelligence on AI literacy among university students. Using a quantitative research design, data were collected through a structured questionnaire adapted from recent validated instruments and administered to diploma and degree students at a Malaysian public university. The data were analysed using reliability analysis and multiple regression techniques. The findings indicate that both AI self‑efficacy and attitude toward artificial intelligence in learning have a significant positive influence on students’ AI literacy. The study contributes to the growing empirical literature on AI literacy in higher education and offers insights for educators and policymakers in promoting responsible and ethical use of artificial intelligence.