Artificial Intelligence Literacy and Academic Performance: A Cross-National Study of University Students’ Adoption of AI-Assisted Learning Tools
DOI:
https://doi.org/10.63876/jets.v1i2.46Keywords:
AI Literacy, Academic Performance, AI-Assisted Learning, University Students, Cross-National Study, Technology AdoptionAbstract
The rapid expansion of artificial intelligence (AI)-assisted learning tools has reshaped university learning practices across diverse educational systems. However, the relationship between students’ AI literacy, adoption behavior, and academic performance remains insufficiently understood, particularly from a cross-national perspective. This study investigates how AI literacy influences the adoption of AI-assisted learning tools and its association with academic performance among university students in different countries. Using a quantitative cross-sectional survey design, data were collected from university students across multiple national contexts and analyzed using descriptive statistics, correlation analysis, regression modeling, and comparative analysis. The findings indicate that students with higher AI literacy demonstrate greater confidence, frequency, and effectiveness in using AI-assisted learning tools for academic tasks such as information retrieval, writing support, problem-solving, and formative feedback. AI literacy was found to have a positive relationship with academic performance, mediated by responsible and purposeful AI tool adoption. Cross-national differences also reveal that institutional support, digital infrastructure, ethical awareness, and prior exposure to educational technology significantly shape students’ adoption patterns. Nevertheless, the study identifies potential risks, including over-reliance, unequal access, and limited critical evaluation of AI-generated outputs. This research contributes to the growing literature on AI in higher education by providing empirical insight into the role of AI literacy as a key factor in effective AI-assisted learning. The study highlights the need for universities to integrate AI literacy into curricula, promote ethical AI use, and develop inclusive learning policies that support equitable academic outcomes in digitally mediated education environments.
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