AI, Education, and International Student Engagement in Chinese Universities: Implications for Policy and Learning Equity

Jingyi Sun; Tajularipin Bin Sulaiman; Fazilah Binti Razali

doi:10.14201/fde.24205

Authors

Jingyi Sun Faculty of Educational Studies Universiti Putra Malaysia, at Serdang, Selangor, Malaysia; Section Director in Office of Enrollment and Employment of Jinzhou Medical University, at Jinzhou, Liaoning Province, China Author https://orcid.org/0009-0009-1285-9203
Tajularipin Bin Sulaiman Pedagogy and Cognitive Development in Department of Foundations of Education at Faculty of Educational Studies in Universiti Putra Malaysia; Postgraduate Program Coordinator in Curriculum and Instructions of Faculty of Educational Studies in Universiti Putra Malaysia; Secretary of Pertubuhan Penyelidikan dan Pendidikan Pendidik Malaysia of Malaysia Association of Research and Education for Educators (MAsREE). Author
Fazilah Binti Razali Head of Department in Department of Foundations of Education at Faculty of Educational Studies, Universiti Putra Malaysia; (Curriculum & Instruction, STEM Education, Pedagogy) in Department of Foundations of Education, Faculty of Educational Studies, Universiti Putra Malaysia. Author

DOI:

https://doi.org/10.14201/fde.24205

Keywords:

AI Governance, International Students, Learning Engagement, Educational Equity, Smart Education Policy, China Higher Education

Abstract

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.