Rethinking AI Readiness of Students

The integration of artificial intelligence (AI) into education marks a crucial shift in how students engage with learning. The government has taken proactive steps in this direction, including the unveiling of the National AI Roadmap and the establishment of the National Centre for AI Research (N-CAIR), which signal a long-term vision to embrace AI as a means to future-proof the education system.

Despite these forward-looking initiatives, the Philippine education sector still faces systemic challenges that limit AI adoption. The World Economic Forum has ranked the country low in digital skills readiness, underscoring the need to address foundational gaps in digital literacy and infrastructure. Many institutions tend to retain traditional learning models, and without the modernization of teaching frameworks and policies, the full potential of AI cannot be realized. Bridging this divide is critical not only for effective AI integration but also for fulfilling the core targets of SDG 4 (Sustainable Development Goals 4), particularly those related to the quality and relevance of education in the digital age.

While AI holds significant promise for improving curriculum development, assessment, and personalized learning, there is a dearth of empirical research on AI readiness among university students in the Philippines. We fill this gap by examining the behavioural, perceptual, and contextual factors that influence students' acceptance and use of generative AI tools such as ChatGPT and Google Bard. The central research question asks: What are the variables that influence the acceptance and usage of generative AI learning tools by tertiary students in Metro Manila?

Using structural equation modeling (SEM) and mediation analysis, we analysed survey data from university students. Interestingly, the results revealed that perceived usefulness, which is long regarded in the technology acceptance literature as a strong predictor of technology adoption, did not significantly affect students' behavioural intention to use AI tools. This suggests that unless AI tools are effectively integrated into students' learning workflows in ways that feel intuitive and beneficial, students may remain hesitant to adopt them despite acknowledging their potential. Educators should therefore focus on ensuring that AI tools are easy to use, genuinely enhance learning, and align with course outcomes.

Another unexpected finding was that the concept of AI for social good did not significantly influence students' behavioural intention to use AI. This runs counter to previous studies but may reflect a disconnection between abstract societal benefits and the students' immediate academic goals. However, AI for social good was found to positively impact AI readiness, indicating that it may play a longer-term role in shaping openness to AI integration. Educators might bridge this gap by explicitly linking societal benefits to students' academic and career aspirations.

The enquiry also learnt that students' attitude towards AI significantly predicted their behavioural intention to use it. Educators should therefore cultivate a constructive narrative around AI that showcases success stories, underlines its value for efficiency, personalization, and addresses ethical concerns. Likewise, the perceived relevance of AI to students' academic and personal lives had a strong positive influence on their intention to use it. When students grasped AI as directly applicable to their education, career paths, or daily tasks, they befell to engage with it.

Crucially, the study found that both AI for social good and AI relevance positively influenced students' readiness to use AI tools. Readiness, in turn, had a strong, direct relationship with behavioural intention. Educators should prioritize the development of digital competencies, provide hands-on experience with AI tools, and encourage learner autonomy.

We underline that achieving SDG 4 in the digital age requires more than access to AI tools. It demands student integration, supportive infrastructure, and a clear alignment between technology and student needs. The Philippine higher education system must move beyond foundational infrastructure investments toward creating learning environments that nurture digital skills, curiosity, and responsible innovation. As AI continues to reshape the future of education, student readiness and behavioural engagement must be placed at the heart of educational policy and practice.