The Impact of AI Literacy on Undergraduate Autonomous Learning

Authors

  • Koravick Thiangtham Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University, Bangkok, Thailand https://orcid.org/0009-0006-2057-189X
  • Ratima Singhachotsukpat Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University, Bangkok, Thailand https://orcid.org/0009-0003-5991-8000
  • Catareya Wilapana Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University, Bangkok, Thailand https://orcid.org/0009-0003-0537-823X
  • Noawanit Songkram Learning Innovation for Thai Society Research Unit (LIFTS), Chulalongkorn University, Bangkok, Thailand https://orcid.org/0000-0002-7616-2132
  • Jintavee Khlaisang Center of Excellence in Educational Invention and Innovation, Department of Educational Technology and Communications, Faculty of Education, Chulalongkorn University, Bangkok, Thailand https://orcid.org/0000-0002-7572-9782

DOI:

https://doi.org/10.34190/ejel.24.2.4188

Keywords:

AI literacy, Self efficacy, Self-regulation, Critical thinking, Autonomous learning, Self-directed learning

Abstract

This study explores the factors driving autonomous learning (AU) among undergraduate students in AI-enhanced education.  It specifically examines the role of AI literacy (AI-L), critical thinking (CT), self-regulation (SR), and self-efficacy (SE). Data collected from Thai university students were analyzed using Structural Equation Modeling (SEM). The results show that AI-L demonstrated a strong and significant positive influence on all three mediating variables—SE (β = 0.99, t = 20.00), SR (β = 0.93, t = 18.53), and CT (β = 0.70, t = 7.30). SE exerted as the most powerful predictor of AU (β = 0.52, t = 6.38), while critical thinking had a smaller direct impact. The findings suggest that AI-L is a foundational competency that requires metacognitive support. Consequently, educators should utilize strategies like blended learning and reflective practice. These insights encourage a learner-centered approach to digital education, fostering future-ready, autonomous learners.

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Published

16 Feb 2026

Issue

Vol. 24 No. 2 (2026)

Section

Articles

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Copyright (c) 2026 Koravick Thiangtham, Ratima Singhachotsukpat, Catareya Wilapana, Noawanit Songkram, Jintavee Khlaisang

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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