From Digital Natives to AI Learners: Exploring Artificial Intelligence Literacy, Digital Competence and Academic Engagement among Generation Z in Higher Education
This study examined the relationships among artificial intelligence literacy, digital competence and academic engagement among Generation Z students enrolled in higher education institutions. A mixed-method research design was employed to obtain a comprehensive understanding of students’ preparedness for AI-supported learning. Quantitative data were collected through a structured questionnaire administered to undergraduate and postgraduate students from public and private universities. Qualitative data were obtained through semi-structured interviews with students and university faculty members to explore experiences, perceptions, and challenges associated with AI integration in higher education. Quantitative data were analysed using descriptive and inferential statistical techniques, while qualitative data were examined through thematic analysis. The integrated findings indicated that Generation Z students demonstrated varying levels of AI literacy and digital competence, which were significantly associated with their academic engagement. Students with stronger AI literacy and digital skills reported greater participation in learning activities, improved collaboration, enhanced problem-solving abilities and increased confidence in technology-supported learning environments. Qualitative findings further revealed that institutional support, faculty guidance, ethical awareness, and access to digital resources played critical roles in fostering meaningful academic engagement. Participants also emphasized the importance of responsible AI use, digital ethics and continuous skill development for effective learning in higher education. The study contributes to the growing body of knowledge on AI integration in education by providing empirical evidence that can inform curriculum development, institutional policy and professional practices aimed at preparing Generation Z learners for technology-rich academic environments.