BEYOND TECHNOLOGY ADOPTION: THE ROLE OF AI INTEGRATION QUALITY IN SHAPING STUDENT SATISFACTION AND CAREER CONFIDENCE
AI Integration Quality and Career Confidence
DOI:
https://doi.org/10.5281/zenodo.21197350Keywords:
Perceived usefulness, Ai integration quality, Student satisfaction, Continuance intention, Creer confidence, PLS-SEMAbstract
This study investigates the effects of perceived technology usefulness and perceived artificial intelligence (AI) integration quality on student satisfaction, continuance intention, and career confidence in higher education. The research model is developed based on the Technology Acceptance Model (TAM), with AI integration quality—conceptualized through accuracy, transparency, and ethical perception—introduced as a first-order reflective construct. Data were collected from undergraduate students in Türkiye (n = 236) and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that perceived technology usefulness strongly influences perceived AI integration quality (β = 0.733), which in turn enhances student satisfaction (β = 0.385) and has a smaller direct effect on career confidence (β = 0.111). Student satisfaction substantially predicts continuance intention (β = 0.688) and career confidence (β = 0.322), while continuance intention also contributes to career confidence (β = 0.421). The results support an indirect pathway in which technology-related perceptions contribute to career confidence mainly through satisfaction and persistence-related mechanisms.
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