From classroom to career : understanding AI dependency and AI literacy of Hong Kong university students

Abstract

This study examines perceptions of artificial intelligence (AI) in the workplace, students’ dependence on AI, and how such dependence mediates the usefulness of AI in their academic studies and perceived work skills in future workplaces, as well as the moderating role of AI literacy. Indeed, global higher education and future workplaces are undergoing significant technological disruption, especially regarding AI, which has a widespread impact across industry sectors. This study fills an essential gap in existing literature by exploring AI literacy. Grounded in the Technology Acceptance Model (TAM) and Self-Efficacy Theory, this study adopts a cross-sectional design and collects data from a sample of 353 Hong Kong undergraduate students through online surveys. Results reveal positive relationships among perceptions of AI, dependence on AI, AI usefulness, and future work skills. Moreover, AI literacy significantly moderates these relationships. These findings highlight AI literacy as an essential factor and underscore its importance in curriculum design and employability.