International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Mediating Effects Of Artificial Intelligence Literacy On The Relationship Between Self-Directed Learning And Student Engagement In General Biology

Author(s) Zyrene Janolino Evangelista, Michelle Y. Acledan
Country Philippines
Abstract This study examined how Artificial Intelligence (AI) Literacy influences the relationship between Self-Directed Learning (SDL) and Student Engagement (SE) in General Biology among STEM senior high school students in the Kidapawan Division during the 2025 – 2026 school year. Anchored on the growing significance of AI competence in modern learning environments, the study explored how AI Literacy shapes the link between students’ autonomous learning behaviors and their engagement in science. Using a descriptive–correlational design, respondents from four public secondary schools were chosen through stratified random sampling. Data were gathered using validated survey instruments assessing SDL, SE, and AI Literacy across multiple dimensions. Findings revealed high levels of self-directed learning, engagement, and AI literacy, with significant positive associations among the three variables. Mediation analysis showed that AI Literacy strengthened—but did not fully account for—the influence of self-directed learning on engagement. This suggests that AI Literacy enhances students’ ability to translate independent learning into active participation, though other factors also play a role. The study highlights the importance of embedding AI literacy in science education to foster autonomy, engagement, and technological competence.
Keywords artificial intelligence literacy, general biology, mediation analysis, self-directed learning, senior high school, stem education, student engagement
Field Biology
Published In Volume 7, Issue 5, September-October 2025
Published On 2025-10-31
DOI https://doi.org/10.36948/ijfmr.2025.v07i05.59187
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E-ISSN 2582-2160
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