Abstract

This study surveyed 426 undergraduate students from seven member universities of Vietnam National University Ho Chi Minh City to examine the relationship between AI literacy and students’ behavioral intentions to learn AI, focusing on the mediating role of AI learning self-efficacy. The results showed relatively high levels of AI literacy, AI learning self-efficacy, and AI learning intention, with positive correlations among the three variables. Mediation analysis indicated that AI learning self-efficacy fully mediated the relationship between AI literacy and AI learning intention. These findings suggest that enhancing AI literacy and strengthening students’ self-efficacy are important for promoting their intentions to learn AI.

Keywords: AI literacy, AI learning self-efficacy, AI learning intention, undergraduate students