Mediating Effect of Artificial Intelligence Attitude on the Relationship Between Digital Literacy and Career & Talent Development: Aligning with Quality Education-SDG4

Objective: This study focuses on the mediating effect of attitudes toward artificial intelligence (AI) in the relationship between digital literacy and career and talent development self-efficacy (CTDSE). Theoretical Framework: In the digital age, the ability to understand and apply new technologies plays an important role in the career development of employees experiencing job polarization. This research is based on Social Cognitive Career Theory (SCCT), which emphasizes the importance of self-efficacy, outcome expectations, and social influences in shaping employees' career development. Method: The study employed a quantitative research design, utilizing SPSS software for data analysis and structural equation modeling (SEM) with IBM AMOS to analyze data collected from 1,497 students enrolled in the Career Planning course at X University, one of Turkey’s largest universities. The data were gathered using validated survey instruments measuring digital literacy, AI attitudes, and CTDSE. Results and Discussion: Findings indicate that digital literacy significantly impacts self-efficacy in career and talent development. Furthermore, attitudes towards AI partially mediate this relationship, suggesting that a positive AI attitude strengthens the effect of digital literacy on self-efficacy. Additionally, digital literacy was found to significantly influence AI attitudes, highlighting its role in shaping students’ perceptions of AI in career development. These findings emphasize the necessity of fostering digital literacy to enhance career-related self-efficacy, while also promoting positive AI attitudes to maximize this impact. Research Implications: This study provides insights for educators and policymakers on integrating digital literacy and artificial intelligence-related topics into career development curricula. Enhancing students' digital competencies and fostering positive attitudes toward AI can improve their self-confidence in career planning and their ability to adapt to the evolving labor market. Additionally, the findings of this study are expected to contribute to Quality Education-SDG 4 by equipping individuals with digital skills and enabling them to achieve greater success in their careers. Originality/Value: This study contributes to the career development literature by focusing on the mediating role of AI attitudes in the relationship between digital literacy and CTDSE. The findings emphasize the growing importance of digital skills in shaping career self-efficacy and adapting to technological advancements in the job market. Highlighting the evolving role of AI as a facilitator in career development, this study provides valuable insights for educators, policymakers, and career researchers in preparing the workforce for the digital future.