Unlocking the power of AI in education: students’ intentions and AI tool use driving learning success in an emerging economy

Purpose This study aims to evaluate students’ intention and actual use (AU) of artificial intelligence (AI) tools’ to discover how the power of AI influences learning and academic success. Design/methodology/approach This paper used the unified theory of acceptance and use of technology (UTAUT) to develop a structural equation model (SEM) and used convenience sampling to measure 304 students’ five-point Likert scale responses. The model was tested with AMOS-24 and SPSS-25, and the study found that AI boosted students’ learning experiences and explain importance of AI skills and knowledge. Findings Performance expectancy (PE), effort expectancy (EE), social influence and facilitating condition directly and indirectly affect AU via intent to use (IU), while subjective norms determining the use of AI tools’ and have no substantial influence. Attitude (ATT) moderates PE and EE, although the data show that ATT has no substantial effect on EE. Originality/value These insights may help student to understand how AI tools’ benefit them and what factors affect their utilization. When correctly designed and executed, UTAUT provides an appropriate integrated theoretical framework for robust statistical analysis like SEM.