Exploring the Relationship Between Students’ Perceptions, Self-Efficacy, and Challenges in Using Artificial Intelligence (AI) Tools in TVET Learning

Abstract

Artificial intelligence (AI) is increasingly integrated into educational environments, making it essential to understand student interactions with these tools for effective adoption. This study investigates the relationship between students’ perceptions of AI as a learning tool and the challenges they face, particularly focusing on the role of self-efficacy. While existing research has explored AI acceptance in higher education, there is a notable gap in empirical evidence specifically examining the interplay of perceptions, self-efficacy, and challenges in AI use within Technical and Vocational Education and Training (TVET) contexts. Guided by Bandura’s Self-Efficacy Theory, this research aims to determine if a significant relationship exists between students’ perceptions of AI and their encountered challenges, and to what extent self-efficacy (technical, learning-related, and emotional) influences their ability to use AI effectively. A quantitative correlational research design was employed to 103 respondents, involving diploma-level TVET students from Politeknik Kota Bharu. Data was collected via a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, and Cronbach’s Alpha for reliability. Findings indicated a generally positive perception of AI among students (M=4.15), alongside moderate challenges, primarily in learning/application (M=2.98). Significant negative correlations were found between positive perceptions and challenges (r ranging from -0.38 to -0.49, p < 0.01), and students with higher self-efficacy (fewer reported challenges) showed more frequent AI usage. These results suggest that to enhance AI adoption in TVET, educators and developers should focus on improving student self-efficacy through targeted training, user-friendly tool design, and robust support systems. This study contributes to AI in education research by highlighting the importance of addressing both psychological and practical barriers, thereby enabling students to fully benefit from AI-enhanced learning environments and ensuring its successful integration into TVET.