From AI Assisted to Self-Regulated Learning: Roles of Digital Literacy, Critical Thinking, and Self-Efficacy among University Students
Grounded in Social Cognitive, Self-Regulated Learning, and Technology Acceptance theories, this study of 225 Somali university students demonstrates that AI-assisted learning significantly enhances self-regulated learning through the partial mediation of AI literacy and critical thinking, with the latter showing a stronger indirect effect, while AI self-efficacy positively moderates the relationship between AI assistance and literacy.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
In the modern classroom, a quiet revolution is underway. For decades, educators have known that the most successful students are not necessarily the ones with the sharpest memories, but those who can manage their own learning. These self-directed learners set their own goals, track their progress, and adjust their strategies when things get difficult. This ability to steer one's own education is known as self-regulated learning, and it is a skill that determines how well a person adapts to new challenges throughout their life. At the same time, a new tool has entered the scene: artificial intelligence. These are computer systems capable of generating text, answering questions, and offering personalized feedback, much like a tireless tutor available at any hour. As universities begin to weave these tools into their teaching, a critical question has emerged: does simply having access to this technology make students better at managing their own learning, or is something else required to make the connection work?
A team of researchers in Somalia set out to answer this question by looking closely at how university students interact with AI. They were particularly interested in whether using these tools helps students become more independent learners, and if so, what happens inside the student's mind to make that possible. They focused on three specific mental skills that might act as bridges between using the technology and becoming a better learner. The first is AI literacy, which is simply the ability to understand how these systems work, to know their limits, and to use them responsibly. The second is critical thinking, the habit of questioning information, checking for errors, and refusing to accept answers without proof. The third is self-efficacy, a psychological term for a person's confidence in their own ability to succeed at a specific task. The researchers wanted to see if using AI builds these skills, and if those skills, in turn, help students take charge of their education.
To find the answers, the researchers surveyed 225 university students from both public and private institutions across Somalia. These students were already using AI tools like chatbots and intelligent tutoring systems to help with their studies. The team asked the students to rate how often they used these tools, how confident they felt using them, how well they could evaluate the information the tools provided, and how much they felt they were managing their own learning processes. By analyzing these responses, the researchers could map out the relationships between these different factors. They did not just ask if AI helped; they looked for the specific pathways through which that help traveled.
The study found that students who used AI-assisted learning tools were indeed better at regulating their own learning. They were more likely to set clear goals, monitor their progress, and adjust their study habits. However, the researchers discovered that this improvement was not just a direct result of the technology itself. Instead, the technology worked by strengthening the students' mental muscles. The data showed that frequent use of AI tools significantly improved the students' AI literacy. As they interacted with the systems, they learned how to verify the information the tools gave them and how to use the technology ethically. This new understanding of the technology then helped them become more self-directed learners.
Even more importantly, the study revealed that critical thinking played a vital role. The students who used AI tools were also better at analyzing information and spotting inconsistencies. This ability to think critically was a powerful driver of self-regulated learning. In fact, the researchers found that the boost in critical thinking skills had a slightly stronger influence on a student's ability to manage their own learning than the boost in technical literacy did. This suggests that the real value of AI in education is not just in the answers it provides, but in the mental discipline it encourages students to develop. When students are forced to question and verify AI-generated content, they become more active and independent thinkers.
There was one final piece to the puzzle: confidence. The study showed that a student's belief in their own ability to use AI technology mattered greatly. Students who felt confident in their skills gained much more from the AI tools than those who felt unsure. For these confident students, the link between using the tools and improving their literacy was much stronger. It is as if confidence acts as a multiplier; when a student believes they can master the technology, they engage with it more deeply, learn more from it, and ultimately become better at managing their own education. Without that confidence, the potential benefits of the technology are harder to reach.
The findings from this study, conducted in a developing nation where digital infrastructure is still evolving, offer a clear message for educators and students alike. It is not enough to simply provide access to artificial intelligence. To truly benefit from these tools, students must be taught how to use them critically and how to trust their own ability to navigate them. The technology itself does not automatically create independent learners. Instead, it creates an environment where students can practice the skills of verification, analysis, and self-management. When these skills are nurtured, and when students are supported in building their confidence, AI becomes a powerful partner in the journey toward lifelong, self-directed learning.
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