Abstract
The rapid development of Artificial
Intelligence (AI) has transformed the higher education environment and created
new expectations regarding students’ technological, cognitive, and learning
competencies. In the AI era, students require not only the ability to operate
AI-based tools but also the capacity to critically evaluate AI-generated
information and adapt to technology-supported learning environments. The
present study examines the relationship between Artificial Intelligence
Literacy, Critical Thinking, and Learning Readiness among higher education
students. A quantitative descriptive-correlational research design was adopted.
For the purpose of the present research model, an illustrative sample of 500
higher education students was considered. Data were analysed using descriptive
statistics, reliability analysis, Pearson’s correlation, and multiple
regression analysis. The illustrative findings indicated relatively high levels
of AI Literacy, Critical Thinking, and Learning Readiness. Significant positive
relationships were observed between AI Literacy and Critical Thinking, AI
Literacy and Learning Readiness, and Critical Thinking and Learning Readiness.
Regression analysis further indicated that AI Literacy and Critical Thinking
jointly explained a substantial proportion of the variance in Learning
Readiness. Critical Thinking emerged as the stronger predictor of Learning
Readiness. The findings suggest that higher education institutions should
develop AI literacy alongside critical thinking, information evaluation,
ethical awareness, and independent learning skills.