Is Academic excellence in Diversity & Inclusion, Competency-Based Learning, and AI-Driven Learning influenced by Wellness and Institutional Support and faculty engagement?

Abstract

The evolving landscape of higher education are increasingly influenced by the aspects of Diversity & Inclusion (D&I), Competency-Based Learning (CBL), and AI-driven Learning (AI_LS) to promote academic achievement. This study investigates if success in education is dependent on Emotional Well-Being (EW), Institutional Support & Faculty Engagement (IS&FE). Using SEM and SmartPLS 4, the data comprising higher education students’ responses was analysed to understand such interdependencies. Results indicate that AI_LS increases the Academic Performance (AP) significantly (β = 0.515) due to their positive effect on Engagement in Learning (EW) (β = 0.363). CBL has a positive contribution to engagement as well (β = 0.146), while D&I has a lower direct effect (β = 0.109), and no indirect impact on academic performance. The IS&FE moderator in some cases was weak and negative, meaning that insufficient institutional support hindered proper learning. The validity of the model is confirmed by the model fit indices, although there adequacy of AI-based metrics is questionable (AI_LS = 0.453). These results imply that D&I, CBL, and AI learning are part of academic performance drivers, but their impact is determined by the degree of institutional support and wellness initiatives integration. This study provides insight into how strategic faculty involvement and institutional alignment can effectively enhance AI-enabled learning and competency-based Learning education.

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