AI, education, and international student engagement in Chinese universities: implications for policy and learning equity

This study investigates the roles of Anxiety, Teacher Support, and Academic Self-Efficacy in shaping foreign university students’ engagement in Chinese language learning. Specifically, it examines the mediating role of AI-Acceptance in this dynamic. Drawing on Social Cognitive Theory (SCT) and the Technology Acceptance Model (TAM), a quantitative survey was conducted with 528 foreign students across eight universities in Liaoning Province, China. The study found that Teacher Support and Academic Self-Efficacy positively influence Learning Engagement, whereas Anxiety has a significant negative impact. Most notably, AI-Acceptance was identified as a mediating factor, which mitigates the negative impact of Anxiety and enhances the relationships between Teacher Support and Learning Engagement, as well as Academic Self-Efficacy and Learning Engagement. The findings underscore the importance of AI in fostering student engagement, particularly when coupled with strong pedagogical support and attention to students’ emotional well-being. From a policy perspective, these results suggest the need for inclusive AI policies in higher education, promoting equity for international students and integrating AI tools in a manner that supports learning engagement and reduces barriers. This research provides policy and institutional recommendations for enhancing AI integration in educational settings to improve learning outcomes for international students.

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