The Role of ICT Self-Efficacy, Technostress, Individual Innovativeness and Mindset on Artificial Intelligence Literacy
Artificial Intelligence Literacy
Abstract
This study examines the factors affecting artificial intelligence (AI) literacy levels among university students in Turkey. Using structural equation modeling, the research investigates the relationships between ICT self-efficacy, technostress, individual innovativeness, mindset, and AI literacy. Data were collected from 631 university students across various Turkish universities through online surveys using validated scales. The findings reveal that ICT self-efficacy is the strongest predictor of AI literacy (β = .367), while technostress negatively affects AI literacy (β = -.100). Individual innovativeness and growth mindset also positively predict AI literacy. The model explains 28.6% of the variance in AI literacy. These results provide evidence-based insights for educational institutions and policymakers to enhance AI literacy development through addressing psychological factors and leveraging facilitating elements in educational technology integration.
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