Exploring Attitudes Toward AI Technologies in Principles of Economics Teaching: The Role of AI Usage Experience and AI Self-Efficacy

The advancement in application of AI in education has continued to pose numerous possibilities to improve student learning especially in principle level courses such as Principles of Economics. This study investigates the factors influencing students’ attitudes toward AI technologies in economics education, employing the Technology Acceptance Model (TAM) as the theoretical framework. Specifically, the study examines the roles of AI usage experience as an antecedent and AI self-efficacy as a moderating variable in shaping perceptions of perceived usefulness (PU), perceived ease of use (PEOU), and attitude toward use (ATT). Data were collected from 270 undergraduate and vocational students in China through a structured survey. Structural Equation Modeling (SEM) revealed that AI usage experience significantly predicts both PU and PEOU, which in turn positively influence ATT. Furthermore, AI self-efficacy moderates the relationships between PU, PEOU, and ATT, amplifying their effects for students with higher self-efficacy. The study contributes to the growing body of research on technology acceptance in education and provides practical implications for educators, curriculum designers, and policymakers.