Examining Artificial Intelligence Literacy of Filipino College Students Using the Theory of Planned Behavior

Abstract

Artificial Intelligence Literacy (AIL) has become a significant aspect of present education, yet its development among students remains varied despite the fast-growing integration of AI technologies in higher education. Previous researches have explored the various factors enabling technology adoption, but few have worked on examining AIL using a behavioral framework such as the Theory of Planned Behavior (TPB). This gap provides a blind spot in understanding the influence of attitudes, social pressures, and perceived control collectively in shaping the readiness of students to co-learn with AI. Hence, the present study used TPB to analyze the levels of endorsement of AI using the TPB constructs and AIL. This study examined each construct of TPB and showed consistently high mean scores, indicating strong student endorsement for AI integration and generally high levels of AIL. The results also validate TPB by highlighting how personal and social factors—including culturally rooted internal agency values influence the development of AIL. This study underscores the significance of designing self-directed, flexible, and inquiry-based curricula that integrate AI and foster co-learning engagements responsive to the needs of the Filipino college students.

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