In higher education, the use of artificial intelligence (AI) tools such as ChatGPT has generated growing interest in their impact on learning and academic performance. Based on the Job Demands-Resources (JDR) model of work engagement proposed by Bakker and Leiter (2010),this study examines a model linking the perceived ease of use of ChatGPT to job search self-efficacy, academic engagement, and students' perceived academic performance, while recognizing that proficiency in using AI tools represents a critical job demand for the future.
Using a cross-sectional design, we analyzed data from 393 university students to assess the role of ChatGPT's ease of use in job search self-efficacy and engagement. The findings reveal that a higher perception of ChatGPT's ease of use is associated with increased job search self-efficacy, which enhances academic engagement and ultimately contributes to a higher perceived academic performance.
These results highlight the mediating role of self-efficacy and academic engagement in the relationship between AI ease of use and perceived academic performance. The findings have important practical implications for the integration of AI tools in higher education. Implementing training programs that help students become familiar with AI tools can boost their confidence in future employability, enrich their educational experiences, and better equip them to face upcoming career challenges.