%0 Journal Article
%A Mat Yusof, Shahazwan
%A Mohamad Marzain, Anwar Farhan
%A Lijie, Hao
%A Zainuddin, Zamzami
%A Basal, Mohd Helme
%F iab_repo:1663
%J Understanding the role of AI in Malaysian higher education curricula: an analysis of student perceptions
%K Artificial Intelligence · Satisfaction · Perceived utility · Content quality · Perceived credibility
%T Understanding the role of AI in Malaysian higher education curricula an analysis of student perceptions
%U http://eprints.iab.edu.my/v2/1663/
%X This study explores the role of Artificial Intelligence (AI) in higher education curricula, focusing on student perceptions and engagement with AI tools through the lens of key variables: perceived utility, satisfaction, content quality, and perceived credibility. The rapid adoption of AI technologies, such as intelligent tutoring systems and adaptive learning platforms, offers significant promise in enhancing personalized learning, improving content delivery, and streamlining administrative processes. However, successfully integrating AI into higher education requires an understanding of how students perceive these tools and how their perceptions influence adoption. The study employs a quantitative cross sectional survey design and utilizes Partial Least Squares Structural Equation Modelling (PLS-SEM) to examine the relationships between the identified predictors and students’ use of AI in their academic experiences, based on data from 306 participants. The results reveal that satisfaction has the strongest impact on students’ use of AI in higher education curricula, highlighting the importance of providing user-friendly, reliable, and effective platforms. The perceived utility also plays a significant role, though its effect size is moderate, indicating that while students recognize AI’s potential benefits in achieving academic goals, other factors also higher education curricula, emphasizing the need for comprehensive strategies that address multiple factors influencing student perceptions.