Does Ai Foster Value Co-Creation? A Study of Students’ Perceptions In Universities

This study explored how university students’ attitudes toward artificial intel-ligence (AI) and their perceived autonomy in using these tools influence their engagement in value co-creation within academic settings. Utilizing a struc-tural model, the research demonstrated that both attitude and autonomy exert a significant and positive impact on students’ active participation in co-creative learning processes. Notably, autonomy exhibited a considerably stronger effect. The validated model’s findings indicated that students’ au-tonomy in using AI tools had the strongest influence on value co-creation, even surpassing their attitudes toward artificial intelligence. This highlights the central role of self-directed engagement in shaping meaningful educa-tional experiences. Consequently, the results underscore the imperative not only to cultivate favorable perceptions of AI but also to empower students to employ such technologies independently and with confidence. These con-clusions enrich current discussions on digital transformation in higher educa-tion by advocating for the adoption of learning ecosystems that position stu-dents as proactive co-creators, rather than merely passive technology users. Future research should consider additional mediating or moderating varia-bles, such as digital competence or institutional support, to further deepen our understanding of artificial intelligence's role in education.