Digital Learning Readiness, Artificial Intelligence Adoption, and Academic Performance among University Students: A Multidisciplinary Empirical Study

Abstract

The study adopts quantitative, cross-sectional and explanatory research design with harmonized analytical sample of 3999 students from first, second and third year academic levels. The students' level of preparation for digital learning, their level of use of Artificial Intelligence(AI) and their learning outcomes were assessed using composite indicators based on the technological, behavioural and academic indicators. Descriptive statistics, group comparison tests, Pearson correlation analysis and hierarchical multiple regression were used. The results indicated that digital learning readiness and AI adoption were generally at a moderate to high level for most students, and academic performance was mostly at a moderate level. Demographic and behavioural factors explained 32% of the variance in EJSS scores, with digital learning readiness accounting for the remaining variance and contributing positively.Demographic and behavioural factors accounted for 32% of the variance in EJSS scores and digital learning readiness was a significant positive independent predictor, when controlling for the demographic and behavioural factors. Students' academic achievement was much higher for those with high readiness compared to moderate and low readiness. However, there was no significant relationship between academic performance and AI adoption, nor was the interaction between digital learning readiness and AI adoption significant. There were positive associations between concept understanding and academic performance, as well as between attendance and academic performance. The research findings indicate that being technologically prepared is more directly linked to students' learning outcomes than the level of AI use. Higher education institutions, therefore, have the responsibility for enhancing digital competence, self-directed learning, responsible AI literacy, and pedagogically guided technology integration to boost academic resu006Cts.