WHEN AI EDUCATES AND ENGAGES:

Abstract

The growing integration of artificial intelligence (AI) into higher education raises important questions about its implications beyond academic performance, particularly its potential to foster socially responsible attitudes among students. Drawing on Bandura’s social cognitive theory, this study examines how perceived institutional support, perceived learning outcomes, and students’ perceptions of AI-assisted learning relate to the perceived social value of AI in Tunisian higher education. Data were collected from 380 university students in Tunisia through a self-administered questionnaire and analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. The measurement model demonstrated satisfactory internal consistency, convergent validity, and discriminant validity. The findings reveal that perceived institutional support positively influences students’ perceptions of AI-assisted learning (β = 0.075, p = 0.047), while perceived learning outcomes exhibit a substantial positive relationship with the social outcome construct (β = 0.477, p < 0.001). Mediation analysis further identifies significant indirect effects of perceived institutional support on students’ perceptions through perceived learning outcomes (β = 0.114, p < 0.001), and of perceived learning outcomes on the social outcome construct through students’ perceptions of AI-assisted learning (β = 0.170, p < 0.001). These findings highlight the importance of perceived educational benefits in connecting institutional support, AI-assisted learning experiences, and students’ socially oriented perceptions of AI. The study contributes to discussions on responsible AI integration and higher education marketing by emphasizing the role of institutional environments and perceived learning gains in shaping students’ perceptions of AI’s potential contribution to society.