International Journal For Multidisciplinary Research

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Digital Literacy, Self-Efficacy and Leadership Support As Predictors Of Ai Tool Adoption In Higher Education: A Framework Validation Study

Author(s) Prof. Anna Liza Ognita Villanueva, Prof. Dr. Rosalina R. Pangilinan
Country Philippines
Abstract This study aimed to validate a proposed framework for Artificial Intelligence (AI) tool adoption among higher education faculty members by examining the influence of digital literacy, self-efficacy, and leadership support. Anchored on the Technology Acceptance Model (TAM), Social Cognitive Theory (SCT), and Organizational Support Theory (OST), the study explored how individual and organizational factors predict AI adoption in academic settings.
A quantitative research design was employed using a survey questionnaire administered to 272 faculty members across campuses of the University of Perpetual Help System – JONELTA. The study measured digital literacy, self-efficacy, leadership support, and AI tool adoption using descriptive statistics, Pearson correlation, and multiple regression analysis.
Results revealed that faculty members demonstrated a high level of digital literacy (WM = 3.48, SD = 0.499), moderate to high self-efficacy (WM = 3.33, SD = 0.569), and a moderate level of leadership support (WM = 2.99, SD = 0.812). AI tool adoption was likewise found to be at a moderate level (WM = 3.22, SD = 0.665). Correlation analysis showed significant positive relationships between digital literacy and AI tool adoption (r = 0.647, p < 0.001), self-efficacy and AI tool adoption (r = 0.725, p < 0.001), and leadership support and AI tool adoption (r = 0.476, p < 0.001).

However, multiple regression analysis revealed that only self-efficacy (β = 0.564, p < 0.001) and leadership support (β = 0.160, p < 0.001) significantly predicted AI tool adoption, while digital literacy (β = 0.093, p = 0.270) did not emerge as a significant predictor when other variables were controlled. The model explained 54.5% of the variance in AI tool adoption (R² = 0.545), indicating a strong explanatory power.
These findings suggest that while digital literacy is an important foundational competency, it does not directly drive AI adoption without the presence of strong self-efficacy and institutional support. Instead, faculty confidence in using AI tools and the level of leadership support play more critical roles in influencing actual adoption behavior. Based on these results, the study validated a comprehensive framework integrating individual and organizational determinants and proposed an action plan to enhance faculty readiness, strengthen leadership support systems, and promote sustainable and ethical AI integration in higher education.
The study contributes to the growing body of knowledge on educational technology by providing an evidence-based model that can guide higher education institutions in fostering effective AI adoption among faculty member
Keywords Artificial Intelligence Tool Adoption; Self-Efficacy; Leadership Support; Digital Literacy; Higher Education; Technology Acceptance Model; Social Cognitive Theory; Organizational Support Theory
Field Computer > Artificial Intelligence / Simulation / Virtual Reality
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-26
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.79475
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