Abstract
This study investigates the factors shaping university students’ attitudes towards adopting Artificial Intelligence (AI) in higher education. Grounded in two theoretical models, it extends the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) by integrating the Empowerment in Using AI for Problem-Solving (EUAIPS) scale. A mixed-methods approach was employed, collecting data from over 200 foundation year students at a leading university in Kazakhstan, via a survey featuring Likert-scale items and open-ended responses. Preliminary quantitative and qualitative analyses reveal key drivers and barriers to AI acceptance, highlighting the complex interplay between performance expectancy, hedonic motivation, and problem-solving self-efficacy. The findings offer critical insights for educators and policymakers aiming to cultivate AI literacy. By understanding student perceptions, institutions can develop more effective strategies to integrate AI tools, thereby empowering students and fostering future-ready digital competencies.
Presenters
Alejandro Acuyo CespedesEAP Head of Discipline, Center for Preparatory Studies, Nazarbayev University, Kazakhstan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2026 Special Focus—Digital Literacy for Future Readiness
KEYWORDS
AI, HIGHEREDUCATION, STUDENTS, TECHNOLOGY
