EFFECTIVENESS OF A DIGITAL AI LITERACY PROGRAM IN PROMOTING ACADEMIC LEARNING AMONG UNIVERSITY STUDENTS: TOWARD BEHAVIORAL AND COGNITIVE CONTROL

Despite the rapid rise of generative artificial intelligence (AI) tools, many university students remain unaware of their full potential in academic learning. Instead, students often resort to superficial and passive use, overlooking the possibilities of deeper cognitive engagement. This study aimed to investigate the effectiveness of a digital AI literacy program in enhancing academic learning among university students, within a framework oriented toward behavioral and cognitive control. A quasi-experimental design was employed, using pre- and post-measurements to assess changes in learning performance. The sample included 50 undergraduate students from the College of Arts at King Faisal University. To achieve the study’s goals, a targeted educational program was developed to promote digital literacy in the effective academic use of AI tools. The program focused on meaningful interaction with AI, emphasizing critical thinking, deep inquiry, and practical applications, rather than passive reliance on instant outputs. An observation checklist was constructed to assess students’ academic learning across four key domains: (1) AI-assisted information searching, (2) idea generation and content planning, (3) argument development and writing refinement, and (4) academic task organization and time management. Over six weeks, students participated in 18 interactive sessions involving guided training, reflective tasks, and applied practice. Findings revealed significant improvements in both cognitive and behavioral dimensions of academic learning. Students demonstrated enhanced control over their learning processes, more strategic use of AI tools, and increased academic self-regulation. These results suggest that structured training on purposeful AI use can shift students from passive consumption to empowered, skillful engagement with AI technologies in higher education.