Understanding AI Adoption In Education: The Role of Readiness, Confidence, And Social Influence Among Pakistani Students

Abstract

The purpose of this study is to explore the key factors influencing Artificial Intelligence (AI) adoption in education among Pakistani university students. Specifically, it examines how AI Readiness (AIRD), AI Confidence (AICF), and Social Influence (SI) affect students’ Perceived Ease of Use (PEOU) and Perceived Usefulness (PU), and how these perceptions shape their Attitudes toward AI (ATT). The study also investigates the mediating roles of PEOU and PU. A quantitative research design was adopted using survey data collected from Pakistani students. Partial Least Squares Structural Equation Modelling (PLS-SEM) was applied through Smart PLS 4 to assess both the measurement and structural models. The results reveal that AIRD, AICF, and SI significantly influence students’ perceptions of ease of use, while AIRD and SI also positively impact perceived usefulness. However, AI confidence does not appear to shape perceived usefulness. Notably, perceived ease of use plays a substantial role in forming positive attitudes toward AI, while perceived usefulness does not have a direct effect. Mediation analysis further confirms that PEOU mediates the relationship between AIRD, AICF, SI, and ATT, whereas PU does not. The findings underscore the critical importance of usability over perceived benefits in shaping students' acceptance of AI technologies. In contexts where AI adoption is still emerging, ease of use appears to be the dominant factor influencing attitudes. Educators and policymakers should focus on enhancing students’ readiness and confidence in using AI, promoting user-friendly tools, and leveraging social influence to drive adoption. These insights are crucial for designing inclusive strategies that support effective AI integration into educational environments.

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