Modeling positive and negative attitudes toward artificial intelligence among physiotherapy students: The role of literacy, anxiety, beliefs, and emotions

Background Artificial intelligence (AI) is increasingly integrated into healthcare and physiotherapy education; however, evidence regarding physiotherapy students’ attitudes toward AI and the factors related of positive and negative attitudes remains limited. Objective This study aimed to identify factors associated with physiotherapy students’ positive and negative attitudes toward AI. Method: This cross-sectional study surveyed 196 physiotherapy students from three universities to examine factors influencing their attitudes toward AI. Participants completed the General Attitudes toward AI Scale, AI Literacy Scale, AI Anxiety Scale, and additional measures of perceptions and beliefs related to AI. Results Regression analyses indicated that higher AI literacy, excitement toward AI, perceived reliability of AI applications, and belief in curriculum integration were associated with positive attitudes (R 2 = 22.4%). Higher AI anxiety was associated with stronger negative attitudes, whereas curiosity was associated with fewer negative attitudes (R 2 = 25.9%). Demographic variables were not significantly associated with either outcome. Conclusion Emotional factors, AI literacy, and educational beliefs appear to be related to physiotherapy students’ attitudes toward AI. These findings suggest the need for educational strategies that may help reduce AI-related anxiety and support informed engagement with AI in physiotherapy education.