Unpacking the Relationship Among Undergraduates' Artificial Intelligence Anxiety, Readiness, Perceived Competence, and Digital Literacy.

Artificial intelligence (AI)-related constructs and digital literacy have become a major research hub, especially in the education sector, due to technological inventions and innovations. Nevertheless, little is known about the relationship among university students' AI anxiety, readiness, perceived competence, and digital literacy. This study, therefore, investigates these relationships among undergraduates in selected Nigerian southwest universities. The study adopts the cross-sectional research design and is anchored on the Connectivism Theory of Learning (CTL). A total of 490 undergraduates were randomly chosen for the study. Four adapted research questionnaires were used to collect data for the study, which was analyzed using a partial least-squares structural equation modeling (PLS-SEM) technique to test the hypothesized model. The study's findings indicate a positive and significant relationship among undergraduates' AI anxiety, readiness, and digital literacy. However, a nonsignificant relationship exists between AI anxiety and undergraduates' perceived competence in AI. Thus, efforts to foster digital literacy, AI readiness, and competencies (while ameliorating AI anxieties) among undergraduates must consider how each construct influences the others. This study recommends inculcating AI knowledge and skills into the Nigerian higher education curricula. AI systems, applications, and fully equipped AI technology/tool centers should be established and operational in every country's higher education institutions, especially universities, among others. [ABSTRACT FROM AUTHOR]