Frontiers in Education, Год журнала: 2025, Номер 10
Опубликована: Март 13, 2025
The study aims at gaining insights into relationships between perceived institutional support and students’ perceptions of AI-supported learning. It also investigates the mediating role learning outcomes moderating effect technology self-efficacy within this context. Research model was developed validated based on Social Cognitive Theory (SCT) students. Using quantitative research design convenience sampling technique, 204 students from higher education institutions were included in analysis. Data analyzed using structural equation modeling (SEM) to test hypothesized relationships. results revealed that significantly impacts ( β = 0.200, C.R. 2.291, p 0.022), 0.492, 9.671, < 0.001), outcomes. Additionally, found negative −0.146, CR −2.507, 0.012) relationship perceptions. Perceived outcome partial mediated learning, with a direct 0.155, 0.001) an indirect 0.539, as evidenced by confidence interval [0.235, 0.549]. These findings highlight significant interplay support, self-efficacy, shaping AI education, underscoring importance fostering supportive academic environments for effective integration. theoretical practical implications are discussed.
Язык: Английский