Introduction and Purpose: Given the rapid transformations of the digital age, it is essential for universities to examine the role of artificial intelligence (AI) as a key enabler in developing human resources who are capable of critical thinking and problem-solving. The present study aimed to model the role of AI in enhancing self-efficacy, creativity, and critical thinking among students at Islamic Azad University, Mamasani Branch.
Methodology: This applied study was descriptive-correlational in nature and cross-sectional in terms of time. The statistical population consisted of all students at Islamic Azad University, Mamasani Branch (3,700 students), and based on the Morgan table, a sample of 348 students was selected. Standard questionnaires were used, including the AI Management questionnaire (Chen et al., 2022), Employee Creativity (Simons, 1991), California Critical Thinking Skills (1990), and Academic Self-Efficacy (McIlroy & Banting, 2001). To test the hypotheses, Pearson correlation and path analysis were conducted using SPSS and AMOS software.
Findings: The results indicated that AI has a positive and significant effect on students’ self-efficacy, creativity, and critical thinking. Pearson correlation analysis revealed a significant positive relationship between AI and all three dependent variables. Structural equation modeling using AMOS demonstrated good model fit. Standardized path coefficients indicated that AI had the greatest effect on creativity (β = 0.518), followed by self-efficacy (β = 0.473), and critical thinking (β = 0.439). Accordingly, the development and application of AI components in education can enhance cognitive skills, self-belief, and critical thinking among students.
Conclusion: Overall, combining traditional education with AI tools leads to deeper learning, intellectual growth, and the cultivation of creative and analytical minds. Therefore, it is recommended that educational policymakers and universities provide the necessary infrastructure to integrate AI technologies into the teaching-learning process, moving higher education toward intelligent and future-oriented learning.